fvi e5 



MANUAL 



OF THE 



HIGH SCHOOL BOARD 



OF 



NOBTH DAKOTA 



AUGUST 1907 



BISMARCK, N. D. 

TRIBUNE, STATE PRINTERS AND BINDERS 
1907 



A MANUAL FOR THE USE 



STATE HIGH SCHOOLS 



OF NORTH DAKOTA 



Published by the High School Board 



August, 1907 



MEMBERS OF THE HIGH SCHOOL BOARD 

JOHN BURKE, Governor of the State, ex-ofUcio President 

W. L. STOCKWELL, Supt. of Public Instruction Secretary 

WEBSTER MBRRIFIELD, Pres. State University Examiner 



" i\ i t\ 1^ 



"HE BISMARCK TRIBUNII 
1SO-T 



D. OF Dk 
JUN 2 1908 



TABLB OF C0NTE:NTS 



PAGE 

1. Statutory provisions 7 

2. Rules and regulations 10 

3. Conditions of acceptance 10 

■i. Classification of schools 12 

5. Conduct of the school 13 

6. Program of studies 14 

7. Rules for the conduct of examinations . . .' 16 

8. Synopses of subjects 20 

9. Credit given toward teachers' certificates for high school 

work . 67 

10. Suggested courses 68 

11. Salaries 70 



PREFACE 

This mkniial is published for the use of high school ofhcers, su- 
perintendents, principals and teachers. Its purpose is to state condi- 
tions of classification, rules governing examinations and courses of 
study, and to indicate briefly the amount and character of work re- 
quired in each subject. It is hoped that high school officers, super- 
intendents, principals and teachers will give this manual careful con- 
sideration and conform the work of the schools under their charge 
to this manual, which will supersede all other circulars and letters of 
instruction from, the high school board. 

W. L. Stockwell, 

Secretary. 

Bismarck, August 20, 1907. 



II. S. Manual 



MANUAL OF HIGH SCHOOL BOARD 



I. STATUTORY PROVISIONS 

[Revised Codes of 1905 as amended in 1907.] 



ARTICLE 25— HIGH SCHOOL BOARD. 

§ 1031 High School Board. The governor, superintendent 
of public instruction and president of the state university are hereby 
constituted a board of cominissioners on preparatory schools for the 
encouragement of higher education in the state. Said board shall 
be called the "High School Board," and shall perform the duties 
and have and exercise the powers hereinafter mentioned. 

§ 1032 Students Classified. Any public graded school in any 
city or incorporated village or township, organized into a district, 
under the township or district system, which shall give instruction 
according to the terms and provisions of this article and shall admit 
students of either sex from any part of the state without charge for 
tuition, shall be entitled to be classified as a state high school, and 
to receive pecuniary aid as hereinafter specified ; .provided, however, 
that no such school shall be required to admit nonresident pupils 
unless they pass an examination in orthography, reading in English, 
penmanship, arithmetic, grammar, modern geography and the history 
of the United States. 

§ 1033. Requirements for Classification. The said board 
shall require of the schools applying for such pecuniary aid or pre- 
requisite to receiving such aid, compliance with the following con- 
ditions, to- wit : 

1. That there be regular and orderly courses of study, embracing 
all the branches prescribed by the said board for the first two years 
of the high school course. 

2. That the said school receiving pecuniary aid under this article 
shall at all times permit the said board of commissioners, or any of 
them, to visit and examine the classes pursuing the said preparatory 
courses. 



8 HIGH SCHOOL MANUAL. 

§ 103L Schools visited once each year. What schools to 
RECEIVE state AID. APPROPRIATION. The high school board' shall 
cause each school receiving aid under this article to be visited, at 
least once each year, by a committee of one or more members, or 
by some person designated by the high school board, who snail 
carefully inspect the instruction and discipline of the preparatory 
classes and make a written report on the same immediately ; pro- 
vided, that no money shall be paid in any case until after such 
report shall have been received and examined by the board and 
the work of the school approved by the board. The said board 
shall receive applications from such schools for aid as hereinafter 
provided, which applications shall be received and acted upon in 
order of their reception. The said board shall apportion to each 
of said schools, which shall have fully complied with the provisions 
" of this article, and whose apiplicacion shall have been approved by 
the board, the following sums, to-wit : Eight hundred dollars each 
year to each school maintaining a four years' high school course 
and doing four years' high school work. The sum of five hundred 
dollars each year to each school having a t'hfee years' high school 
course and doing three years' high school work. The sum of three 
hundred dollars each year to each school having a two years' high 
school course and doing two years'^ high school work ; provided, 
that the monies so appropriated to any high school shall be used 
to increase the efifiiciency of the high school work ; provided, that 
not more than forty per cent of the money appropriated must be used 
in any one year for libraries, laboratories and other apparatus and 
equipment; provided, further, that the total amount of aipportion- 
ment and expenses under this article shall not exceed forty-five 
thousand dollars in one year. The sum of forty-five thousand 
dollars is hereby appropriated annually for the purpose of this 
article, to be paid out of any monies in the state treasury, not 
otherwise aippropriated, which amount, or so much thereof as may 
be necessary, shall be paid upon the itemized vouchers of said board, 
duly certified and filed with the state auditor ; provided, however, 
that in case the amount appropriated and available under this 
article for the payment of aid to such schools shall in any year 
be insufificient to apportion each of such schools as are entitled 
thereto the full amount intended to be apportioned to the high 
schools of the various classes, then, in such case such amount as 



HIGH SCHOOL MANUAL. 



is apportioned and available shall be apportioned pro rata among- 
the schools entitled thereto. 

§ 1035. No Compensation. Expenses. The members of the 
board shall serve without compensation, but the actual and necessary 
expenses of the board, any clerical officer of the board, or any 
examiner shall be paid in the same manner as those of state officers ; 
provided, that the total expense, including the apportionmnt to 
the schools aforesaid shall not exceed forty-five thousand dollars 
in any one year. 

§ 1036. Discretionary Powers. Assistant Examiner. The 
'high school board shall have full discretionary power to consider 
and act upon apip'lication of schools for state aid and to prescribe 
conditions upon which said aid shall be granted, and it shall be its' 
duty to accept and aid such schools only as will, in its opinion, if 
aided, efficiently perform the service contemplated by law ; but in 
each countv five schools complying with the prescribed conditions 
shall have a right to aid from this appropriation before aid may 
be granted to a sixth school in any county. Any school once accept- 
ed and continuing to comply with the law and regulations of the 
board made in pursuance thereof shall be aided not less than three 
.years. The board shall diave power to establish any necessary and 
suitable rules and regulations relating to examinations, reports, ac- 
ceptance and classification of schools, courses of study and other 
proceedings under this article. Any assistant examiner appointed 
b}' the high school board as authorized by law shall be entitled to 
receive such compensation as the board may allow, not exceeding 
three dollars per day ; provided, that no such compensation shall be 
paid to any person receiving a salary from the state or from any 
state institution. 

§ 1037. Shall Keep Record. The said board shall keep a 
record of all the proceedings and shall make on or before the first 
day of December in each year a report, covering the previous school 
year, to the superintendent of public instruction, showing in detail 
all receipts and disbursements, the names and number of schools 
receiving aid, the number of pupils attending the classes in each, to 
which report they may add such recommendations as they may deem 
useful and proper. 



10 HIGH SCHOOL ^lANUAL. 



11. RULKS AND REGULATIONS 



APPLICATION FOR CLASSIFICATION. 

1. Candidates for classification shall make application to the 
board, through its secretary, on or before June 1 of each year, on 
blanks furnished by the secretary upon application. 

2. These applications shall be filed by the secretary and con- 
sidered by the board in the order of their receipt. Each application 
shall be accompanied by a full report of the high school. 

3. Any school failing to comply with the law and regulations 
of the board made in pursuance thereof, shall be removed' from the 
list of classified schools and may be re-entered only upon renewal 
of its application. 

4. Schools applying for classification after all funds appropriated 
for aiding high schools are exhausted may be classified as state high 
schools without aid and be entitled to the same privileges of examin- 
ation and certificates as free state high schools receiving aid. 



III. CONDITIONS OF ACCEPTANCE 



1. There must be a well organized graded school with a course 
of instruction of such graded school, corresponding substantially 
to the eight years' course of study prescribed by the Departmenc 
of Public Instruction for common and graded schools. 

2. Third class high schools shall have not less than four rooms 
or departments; second class high schools shall have noteless than 
five rooms or departments ; first class high schools shall have not less 
than six rooms or departments ; provided that, under exceptional 
cases, the eighth grade may be included in the high school. 

3. The minimum number of teachers in third class high schools 
shall be four, wdiich is to include the principal ; second class high 
schools six, including the principal, and one of the other five shall 
be an assistant high school teacher; and first class high schools 
seven, including the principal or superintendent; and no school shall 
be classified as a first class high school in which there are not em- 
ployed two assistants, giving their full time to high school work. 
On and after September 1, 1908, there shall be required an assist- 
ant high school teacher in third class high schools, and the number 



HIGH SCHOOL MANUAL. H 



of assistant high school teachers in the second and first class 
school shall be increased by one. 

-L The instruction in all state high schools shall be of a high 
order. 

0. Each high school shall be provided with necessary recitation 
rooms, furniture, apparatus and library, to the end that the work 
of the schools shall be ot the highest possible efficiency. 

6. The school session shall consist of at least nine months each 
year. 

7.' The superintendent shall be provided with an office, and with 
assistance sufficient to allow him at least one-half of his time in 
the school hours for general supervision over the grades. 

8. All schools accepting high School aid shall be required to keep 
such fund's separate from the general fund, and said high school aid 
is to be used only for the following purposes : 

Fort}^ per cent for : 

(a) Laboratory apparatus and supplies. 

(b) Purchase of books for high school reference library. 

(c) Maps, charts and globes for high school use. 

And sixty per cent may be used for high school teachers' salaries. 

The clerk of the school board of each school receiving aid shall 
submit to the high school board, not later than June 1 of each 
year, a detailed statement of all expenditures made during the year 
of money received from state aid for high schools. 

9. The superintendent, high school principal and assistants in 
high schools of the first and second classes shall hold the B. A. or 
equivalent degree from some reputable college or university. Excep- 
tions may, in special cases, be made by the high school board, but 
the superintendent, high school principal and assistants shall, in 
cases above excepted, be duly qualified by holding state life pro- 
fessional certificates. The high school board is always to be the 
judge of evidence upon which to make exception. Eurther, that the 
principal of a third class high school, if not the holder of a B, A. 
degree, or an equivalent degree, or of a life professional certificate^ 
shall be a graduate of some reputable normal school, or shall have 
completed at least two years in some reputable college or university 
and shall present satisfactory credentials to the high school board. 

10. Hereafter the high school board will classify no high school 
as first class in a district having an assessed valuation of less than 
$2fi(),000. 



12 HIGH SCHOOL MANUAL. 

11. The high school board will classify as first class no school 
paying less than $1,200 a year to its principal or superintendent; as 
second class no school paying less than $900 to its principal, and as 
third class no school payuig less than $800 to its principal. 

12. In all first class high schools the subjects of music and draw- 
ing shall be taught under the supervision of or by a special instruc- 
tor or some teacher competent to supervise these subjects. 

13. Xo school shall be classified b ythe high school board which 
lias not an efficient heating and ventilating svstem. 



IV. CLASSIFICATION OF SCHOOLS 



All high schools accepted by the board shall be included in one of 
the following classes : 

(a) High schools of the first class shall include all schools' do- 
ing four years of work which have complied with the following con- 
ditions : 

1. They shall have not less than thirty well prepared students 
and at least two assistant high school instructors. Commencing 
Avith September, 1908, three assistant instructors shall be required, 
one of whom may be instructor of music and drawing. 

2. The schools shall have suitable and commodious quarters and 
shall have well established laboratory courses in three of the sciences 
named in the course of study prescribed by the high school board. 

3. They shall afford instruction in all the required courses 
prescribed by the state high school board ; provided, that 
no subject need be offered in a given year unless it is desired by at 
least four students. 

4. They shall have an ample working library, including a suf- 
ficient supply of supplementary reading for each of the tv/elve 
grades. 

(b) The second class shall include those schools in which the 
course extends through three years as explained under Program of 
Studies for High Schools, page 14, and comply with the following : 

1. High schools of the second class shall have an enrollment of not 
less than twenty well prepared students and at least one assistant 
high school instructor. On and after September 1st, 1908, two as- 
sistant instructors shall be required, one of whom may be instructor 
in music and drawing. 



HIGH SCHOOL MANUAL. 13 

2. Ample laboratory appliances for instruction in either botany 
■or zoology and in either physics or chemistry for each student. 

3. Inexpensive dissecting microscopes and at least one compound 
microscoip-e for each two members of classes in either botany or 
zoology. 

4. A selected historical and reference library adequate for the 
work in English literature and general history, and supplementary 
reading for the grades of the common schools. 

(c) The third class schools shall include those that afford in- 
struction in eight of the sixteen units of prescribed work. They 
shall possess : 

1. An enrollment of not less than fifteen well prepared students, 
and on and after September 1, 1908, one assistant high school in- 
structor. 

2. Ample laboratory appliances for instruction in either botany 
or zoology. 

3. An ample working library and a sufficient supply of supple- 
mentary reading for each of the ten grades. 



V, CONDUCT OF THI) SCHOOL 

1. All pupils before admission to the high school shall pass a 
satisfactory examination in the work outlined in the course of study 
for the common schools. 

2. Two completion examinations shall be offered each vear in 
high school and common school branches to all classified schools ; 
but high schools of the first class shall not be recjuired to pass final 
examinations in all subjects named by the higli school board, but 
they ^hall be examined in such subjects as the examiner may re- 
quire, notice of the required examinations being given to all schools 
of this class at the same time, and not more than fifteen days before 
the date of examination ; provided, that' schools of this class may, 
in their discretion, hold final examinations in all subjects offered by 
the board upon the usual application to the examiner for questions. 
The examiner may, in his discretion, offer the examinations of the 
board to schools of three or more rooms, not classified but doing 
at least four units of high school work and giving pTomise, with 
encouragement, of doing, in the near future, the entire eight units 
requisite for classification. Other schools will not be entitled to take 
the examinations. 



14 HIGH SCHOOL AIANUAL. 

3. Certificates will be given by the examiner to the successful 
examinees in the several subjects passed. These certificates are 
accepted by the university, the agricultural college, the state normal 
schools, the state industrial school and the school oi science in lieu of 
the usual entrance examinations. 

i. Certificates will be given by the board to students who shall 
have completed fourteen, eleven and seven units of work respective- 
ly offered by schools of the first, second and third class. Beginning 
with the graduating class of 1910, these certificates will be given 
those students who accomplish the work required for sixteen, 
tvvelve and eight units ot credit in the respective high schools. 

5. The board of education of each state high school, at least 
a month before the close of the school year, shall report to the high 
school board the condition of such school — stating the number of 
students in the high school, the number of subjects pursued during 
the year, the number of pupils studying each subject, and ihe num- 
ber srraduating. 



VI. PROGRAM OF STUDIE^S FOR HIGH 
SCHOOLS 



CONSTANTS. 

1. English, Course I. 

2. English, Course II. 

3. English, Course III. 

4. Elementary Algebra. 

5. Plane Geometry. 

6. History, either general or ancient. 

7. Advanced United States' history, one-half year. 

8. Civics, one-half year. 

9. Phvsics. 



ELECTIVES. 



10. English, Course IV. 

11. Latin I. Grammar. 

12. Latin II. Caesar. 

13. Latin III. Cicero. 

14. Latin IV Virgil. 

15. German I. 



HIGH SCHOOL MANUAL. 15 

16. German II. ' 

17. Greek I. ^ 

18. Greek II. 

19. French I. 

20. French II. 

21. Higher Algebra, one-half year. 

22. Solid Geometry, one-half year. 

23. English History. 

24. Modern History. 

25. Penmanship and Spelling, one-half year. 

26. Bookkeeping, one-half year, or a full year. 

27. Commercial Law, one-half year. 

28. Commercial Geography, one-half year. 

29. Stenography and Typewriting. 

30. Political Economy. 

31. Physiology, one-half year. 

32. Meteorology, one-half year. 

33. Physical Geography, one'half year. 

34. Elementary Geology, one-half year. 

35. Either Zoology or Botany. 

36. Chemistry. 

37. Pedagogy. 

38. Senior review of arithmetic, one-half year. 

39. Senior review of English grammar, one-half yeai'. 

40. Vocal music, one year, one-half credit. 

41. Drawing, one year, one-half crecHt. 

42. Agriculture, one-half year. 

43. Manual training. 

44. Common school courses. 

NOTES. 

1. All courses are to be pursued for a year except when otherwise 
specified. A course of study with five recitations a week, or the 
equivalent, counts as a unit. 

2. Music and drawing must be offered in every high school, but 
students, individually, may elect to take these subjects or not to take 
them. Schools must also offer courses in the elective sciences as 
well as in physics and must be equipped for this work as specified 
under Classification of Schools, p. 12. 



16 HIGH SCHOOL MANUAL. 

3. High schools of the first class are required to do sixteen (16) 
units of work; high schools of the second class, twelve (12) units, 
and high schools of the third class eight (8) units. High schools of 
the first class must include all the constants named in the preceding 
list ; second class schools must include six units from the list of con- 
stants, among which shall be courses I. and H. in English and ele- 
mentary algebra ; third class schools shall include four of the con- 
stants, among which shall be Course I. in English. 

Beginning with the classes graduating in 1910 students must com- 
plete the amount of work here named, and they may count music 
and drawing of they elect these subjects. The clas'ses of 1908 and 
1909 must complete fourteen units of work in the case of firstxlass 
high schools ; eleven units in second-class schools and seven units in 
third-class schools, music and drawing not to be counted in this. 



VII. RULKS FOR CONDUCTING EXAM- 
INATIONS 



All superintendents, principals and teachers in the high school de- 
partment, appointed to conduct examinations of the state examiner, 
are required to read the following rules to the class before beginning 
the examinations. 

Examinations will hereafter be given subject to the following rules 
— ^which must be strictly followed : 

1. Two examinations will be ofifered each year, beginning on the 
second Monday in January and on Friday of the third week in May. 

If school opens the first Monday in September, and two weeks of 
vacation are allowed at Christmas time and one at Easter, these ex- 
aminations will come the eighteenth and thirty-sixth weeks of 
school, which is the intention of the high school board. 

The examinations in the several subjects will take place in the 
following order : 

FIRST DAY. 

English Gram mar, eighth grade. 

Latin grammar. 

Vocal music. 

Virgil. 

Cicero. 

Modern languages. 



HIGH SCHOOL MANUAL. 17 



Senior arithmetic. 
Senior grammar. 
Commercial geography. 

SECOND DAY. 

Arithuietic, eighth grade. 

Elementary Algebra. 

Solid geometry and higher algebra. 

Caesar. 

Drawing. 

x^dvanced United States history, high school. 

Civics. 

THIRD DAY.. 

Geography, eighth grade. 

Physieal geography. 

Geology 

Botany. 

Zoology. 

English I. 

English II. 

English III. 

English IV. 

Bookkeeping. 

Stenography and typewriting. 

Commercial law. 

FOURTH DAY. 

History of the United States, eighth grade. 

General history or aneient history 

Modern history. 

English history. 

Plane geometry. ^ 

Political economy. 

Agriculture. 

Chemistry. 

Penmanship and spelling, high school. 

FIFTH DAY. 

Reading, spelling and penmanship, eighth grade. 

Physiology, high school. 

Physics. 



18 HIGH SCHOOL MANUAL. 

English I. 

Pedagogy. 

Greek. 

Manual training. 

SIXTH DAY. 

On this day must be taken all subjects which could not be taken by 
the whole class on previous days because of conflict. 

It is to be understood that all the examinations set for any day 
may be taken either in the forenoon or afternoon. One, tw.o or 
more classes may be examined in the forenoon and the remainder in 
the afternoon. No examinations will be given on Memorial day — 
and when Memorial day comes in examination week the examina- 
tion will begin one day earlier. 

2. All applications for questions, stating the subjects and num- 
ber of question papers desired, must be made to the high school 
examiner at least fifteen days prior to the date set for beginning 
the examinations. High schools of the first class shall not be re- 
quired to pass final examinations in all subjects named by the high 
school board, but they shall be examined in such subjects as the 
examiner may require, notice of the required examinations being 
given to all schools of this class at the same time, and not more than 
fifteen days before the date of examination ; provided, that schools 
of this class may, in their discretion, hold final examinations in all 
subjects offered by the board upon the usual application to the ex- 
aminer for questions. The examiner may, in his discretion, ofi:er 
the examinations of the board to schools of three or more rooms, not 
classified but doing at least four units of high school work and giv- 
ing promise, v/ith encouragement, of doing, in the near future, the 
entire eight units requisite for classification. No examinations 
in common school subjects will hereafter be sent out except to 
schools which maintain state high schools. 

3. The envelope containin'g the questions must be retained by 
the superintendent or principal in a safe place until the time ap- 
pointed for examination, and under no circumsmtances shall the en- 
velope be opened except in the presence of the class when seated and 
ready for work. The precise moment of the distribution of questions 
must be observed and announced to the class, as the examination 
proper begins at that time. 

4. No more than three hours shall be allowed for an examina- 
tion, and no examination shall be divided, nor shall anv pupil be 



HIGH SCHOOL MANUAL. 19 

allowed extra time, a second trial or to take the examination at any 
other time than that at which the class takes it. 

5. The examination shall be conducted by the superintendent or 
the principal teacher in the high school department. 

6. The order of examinations in subjects printed in Italics must 
not be changed under any circumstances. 

7. Each candidate must be supplied with white legal caip' paper, 
pen and black ink and will not be allowed to communicate with any- 
one except the examiner in charge during an examination, nor may 
he leave his seat until he has completed his work on the entire num- 
ber of questions. In case of any communication the offender's paper 
must be thrown out. 

8. No explanation whatsoever shall be made concerning the 
questions (not even to explain or call attention to a typographical 
error), and no teacher or other person shall be allowed to criticize 
or inspect the work of the pupils while in progress. Each pupil is to 
rely solely on his own judgment as to the meaning of every ques- 
tion, and any effort on the part of any pupil to give or obtain aid 
must be followed by instant dismissal from the room. 

9. Should there be any typographical error, such as to make 
a question absurd, unintelligible or unsolvable, if students see the 
error, and make the necessary changes and answer the question cor- 
restly, they are to be allowed full credit in the regular manner, but 
if they do not see the mistake, and are thus unable to answer the 
question, it should be- left out of account entirely in figuring up the 
credits, and the paper graded upon the basis of the credits allowed 
for the remainder of the questions. 

10. The answers are to be written with black ink and not with 
lead pencil, and are to be arranged and numbered in the order of 
the questions. Special attention should be given to the general order, 
legibility and neatness, as well as correctness, of the work. 

11. In mathematics, ilic entire operation must be given. Mere 
results zvill be marked zero. In the translations required in the 
language papers, no dictionaries or vocabularies must be used. 

MARKING THE PAPERS. 

12. The superintendent or principal shall examine and mark 
in red ink all the answers in each subject. In case the principal is 
unable to read all the papers he may be assisted by any of the 
teachers of the high school department appointed for that purpose. 
Each anszver entitled to a definite number of credits must be marked 



20 HIGH SCHOOL MANUAL. 

separately and not a mark given to the paper as a whole.- The credits 
assigned should be reduced to a scale of one hundred and the grade 
entered on filing margin as "principal's mark." Papers falling be- 
low 65 per cent, or illegible or slovenly in appearance, must not be 
sent to 'he examirei. 

SENDING PAPERS TO THE EXAMINER. 

13. The papers in each subject, when marked, should be tied 
up, together with the class list, properly filled out and placed on the 
outside, so that the package will show, without being untied, the 
place, subject, etc. Strong rubber bands are preferable to twine or 
cord. The papers in all subjects should be tied together in one 
package, carefully wrapped and sealed, and sent by mail or express, 
charges prepaid, to the state examiner. If the package is very small 
it may be sent by mail. 

14. The papers are to be sent to the examiner within tzvelve days 
from the day the examinations were apipointed to begin. Papers sent 
after that time will not be received by the examiner. 

15. The principal's certificate and schedule must be sent properly 
filled out and signed. 

APPEAL FROM THE EXAMINER'S MARKINGS. 

16. The appeals from the examiner's markings must be made 
within ten days after the receipt of the examiner's notice of results. 

Address, 

State High School Examiner,, 

University, North Dakota. 



VIII. SYNOPSIS OF WORK RKQUIRBD IN 
THE VARIOUS SUBJECTS. 



ENGLISH. 

The high school work in English has four objects in view, viz, : 
1. It seeks to enable pupils to use the English language with 
clearness, fluency and elegance. An educated person who cannot 
express himself is of small value to the community. It is, therefore, 
necessary that schools should give instruction, not only in science, 
history, and the like, but also in the art of using words. 

3. It seeks to give pupils an acquaintance with a carefully select- 
ed series of masterpieces in both prose and poetry. The works 



HIGH SCHOOL MANUAL. 21 

assigned are illustrative of the different forms of composition, and 
the object of the study should be to enable the pupil to appreciate 
and enjoy good literature, both for its form and its content, and to 
give him standards of judgment to guide him in his future reading. 

3. It seeks to give pupils some knowledge of the history of Eng- 
lish and American literature, introducing them to the great periods 
and movements of literary progress, and to the lives, characters and 
works of the noble galaxy of literary men and women whose pens 
have made glorious our mother tongue. Some acquaintance with 
these great names is always assumed as a part of the intellectual 
equipment of an intelligent person, and this the third and fourth 
courses aim (-c give. 

4. It seeks to train pupils in oral interpretation of literature. To 
this end, selections from the masterpieces assigned for class study 
should be read aloud in the class. The number and length of the 
selections so read must be determined by the teacher. Much depends 
upon the taste of the teacher and the class, and upon the amount of 
time required for other work ; but the matter of oral interpretation 
must be kept in mind and as much time as possible given to it. 

BOOKS FOR STUDY. 

These books are to be thoroughly studied as to subject matter, 
form and structure. The students should also be prepared to answer 
questions on the leading facts in the periods in English liter- 
ary history to which the prescribed works belong. 

BOOKS FOR READING. 

Only a general knowledge of the substance of these books is re- 
quired. The form of the examination will usually be the writing of 
a paragraph or two on each of several topics, to be chosen by the 
candidate from a number given in the examination paper. The 
treatment of these topics is designed to test the candidate's power to- 
clear and accurate expression, and the knowledge of the book will- 
be regarded as less important than the ability to write good Eng- 
lish. 

I. ENGLISH— COURSE 1. 

(a) Review of English grammar; three recitations a week for- 
three months. 

(b) Elementary English composition and rhetoric ; an average- 
of three recitations a week for six months. Letter writing. De- 

H. S. ManuaI-3 



22 HIGH SCHOOL MANUAL. 

scription and narration. Emphasize external forms of composition, 
spelling, punctuation, capitalization, paragraph structure, figure of 
speech based on likeness. 

Cc) Masterpieces : an average of two recitations a week for nine 
months. 

METHODS SUGGESTED. 

(a) The study of rhetorical theory in a text book. 

(b) The study of rhetorical masterpieces as concrete illustrations 
of theory. 

(c) Much practice in composition. Students pursuing this 
course should write during the year a^ least thirty or forty composi- 
tions of from one hundred to four hundred words each. The writ- 
ing of an original composition upon an assigned topic will always 
constitute a part of the state examination, and much more weight 
be given to it than the mere statement of rhetorical rules. 

MASTERPIECES FOR STUDY. 

1. Burroughs' Sharp Eyes. 

2. Dickens Christmas Carol. 

3. Goldsmith's Deserted Village. 

4. Gray's Elegy. 

5. Hawthorne's The Great Stone Face, My Visit to Niagara, The 
Ambitious Guest, Old Tioonderoga, The Great Carbuncle. 

6. Lowell's Vision of Sir Launfal, The Present Crisis, Freedom, 
To W. L. Garrison, Wendell Phillips, The First Snow-Fail, The 
Changeling, Aladdin. 

MASTERPIECES FOR READING. 

1. Cooper's Last of the Mohicans. 

2. Poe's Gold Bug. 

3. Warner's A-Hunting of .the Deer, How I Killed a Bear, Lost 
in the Wood's, Camping Out. 

H. ENGLISH— COURSE 2. 

(a) Advanced rhetoric and composition, two recitations a week. 
Review description and narration. Usage ; diction : clearness ; force; 
elegance ; paragraphing ; principles of versification ; periodic, bal- 
anced, loose, long and short sentences ; figures of speech. Themes 

. in exposition and argumentation. 

(b) Masterpieces, three recitations a week. 



HIGH SCHOOL MANUAL. 23 

(c) Work in composition should be continued throughout the 
year. Many expository paragraphs should be written and several 
complete themes in exposition and argumentation. These themes 
should be carefully criticized by the teacher and returned. The re- 
writing of a theme is recommended in case the pupil is inclined to be 
careless. 

MASTERPIECES FOR STUDY. 

1. Arnold's Sohrab and Rustum. 

2. Burns' The Cotter's Saturday Night, To a Mouse, To a Moun- 
tain Daisy, For A'That and A'That, Epistle to J. Lapraik, Highland 
Mary, To Mary in Heaven, My Heart's in the Highlands, Bruce to 
His Men at Bannockburn, Bonnie Doon. 

3. Carlyle's Essay on Burns. 

4. Macaulay's Milton. 

5. Milton's Minor Poems and Sonnets. 

6. The Merchant of Venice. 

MASTERPIECES FOR READING. 

1. As You Like It. 

2. The Iliad, books 1, 6, 22, 24. 

3. Scott's The Lady of the Lake. 

4. Stevenson's Treasure Island. 

HI. ENGLISH— COURSE 3. 

(a) History of English Literature, two recitations a week. 

(b) Mastenpieces, three recitations a week. 

(c) Composition work. The essays or themes required during 
this year shall be biographical or critical in character. They should 
be based on the masterpieces studied. At least three each terr.i 
should be required. 

: MASTERPIECES FOR STUDY. 

1. Addison's De Coverly Papers. 

2. The Ancient Mariner. 

3. Burke's Conciliation. - 

4. Macaulay's Essay on Addison. 

5. Macbeth. 

6. Tennyson's In Memoriam. " . 

MASTERPIECES FOR READING. 

1. Byron's The Prisoner of Qiillon, The Destruction of Senna- 
cherib, Maid of Athens, Mazeppa. 



24 HIGH SCHOOL MANUAL. 

2. De Ouincey's Flight of a Tartar Tribe. 

3. Eliot's Silas Marner. 
-J. Julius Caesar. 

5 Scott's Ivanhoe. 

6. Tennyson's The Coming of Arthur, Lancelot and Elaine, Gui- 
nevere, The Passing of Arthur. 

IV. ELEMENTARY ALGEBRA. " 

Addition, Subtraction, Multiplication, Division, Factoring, High- 
est Common Factor, Least Common Multiple, Fractions and Frac- 
tional Equations, Simple Equations with One Unknown Number, 
Equations with Two or More Unknown Numbers, Involution and 
Evolution, The Simpler Processes of Radicals and Exponents (not 
Including Imaginary Expressions), Pure Quadratic Equations. 

V. PLANE GEOMETRY. 

As presented' lin the ordinary text books. 

Care should be taken that the student gains not merely a super- 
ficial readiness in using the form of geometric proof, but also an 
insight into the underlying principles of the subject which will 
enable him to apply his knowledge rightly, 

Varied examples involving numerical computation should be given, 
and occasional brief practice in drawing to scale will perhaps be 
found heljpful. 

Effort should be made through abundant work in original exer- 
cises and otherwise to develop in the student a prompt and independ- 
ent facility in geometrical reasoning and proof, in constructions and 
in computation of problems involving mensuration. 

HISTORY. 

History should hold an important position in every well arranged 
high school curriculum. That history as a school study must always 
play a leading part in the training for American citizenship is one of 
the truisms of our time. No required subject has a closer and more 
practical bearing upon the education of our children and of our 
alien immigrant population. Co-ordinately with English, history 
serves to acquaint the foreigner with the institutions and govern- 
ment of the country of his adoption. To neglect either of these 
two fundamental subjects in the education of this class is to endan- 
ger the safety of the commonwealth. 



HIGH SCHOOL MANUAL. 25 

History and literature as cultural subjects can hardly be con- 
sidered separately, so intimately are they inter-related. Both appeal 
to the imagination and both aid us in recalling vividly the life of the 
past. From this point of view, history can do much for the student 
in giving him some insight into the realm of the ideal. History 
records all the greatest achievements of mankind, and as a means of 
transmitting the moral and spiritual stimulus of the past it has no 
equal among all the subjects on the school curriculum. 

The required work in history for the high schools of the state is 
a year of general history or a year of ancient history and one-half a 
year in United States history. It is not necessary any longer to re- 
peat the old arguments against a year's course in general history. 
The tendency of advanced teaching is wholly in the direction of sub- 
stituting for the general history two or more less comprehensive 
blocks of history work, each of which is to occupy a year's time. 
The reasons for this concensus of opinion among our prominent ed- 
ucators can be seen from the following brief quotation taken from 
the report of the committee of seven on the study of history in 
schools: "We do not recommend a short course in general history 
because such a course necessitates one of two^ modes of treatment, 
neither of which is sound and •reasonable. By one method, energy 
is devoted to the dreary and perhaps profitless task or memorizing 
facts, names of kings and queens, and the rise and fall of dynasties. 
>:< * * 3y ^j-^g second method pupils are, led to deal with large 
and general ideas which are often quite beyond their comprehension." 

While it is not desirable to make any sudden alterations in any 
well established course, it should be borne in mind tliat the course 
in general history must speedily give way everywhere to some other 
course or courses more adapted to the needs of th high school pupils. 
The courses of ancient and English history make the most practica- 
ble substitute for the general history. It has the twofold advantage 
of giving a comprehensive view of history and at the same time a 
comparatively simple and unified picture of three great nations, the 
Greek, the Roman and the English. 

VI. ANCIENT HISTORY. 

The study of ancient history should begin with a brief sketch of 
the oriental nations in order to show how our civilization began in 
the east, and how these peoples afifected the later nations of Europe. 
The Greek history should be more carefully studied. The principal 



26 HIGH SCHOOL MANUAL. 

emphasis should be laid first, upon the making of the two leading 
states of Greece, Sparta and Athens ; second, uipon the achievements 
of the Greeks outside their own narrow land, as seen in their great 
colonizing movements, their wars with Persia and the effort of Ath- 
ens to build up a world empire ; and third, upon the conquests of 
Alexander and the period that followed in which Greek ideas domi- 
nated the whole eastern world. 

The Roman history should be studied with a view to bring out 
the dominant elements in the character of the people, their party 
strife in the evolution of their constitution, the great period of terri- 
torial growth and conquest, and last and most important of all, the 
unification of the world by the Roman roads and bridges, the Roman 
legions and the Roman law. The era of the great migrations and 
the rise of the Frankish kingdom bridges the gap between Roman 
and English history, and prepares the way for the study of modern 
histor}^ 

In presenting the entire subject of ancient history, care should be 
taken by the teacher to bring out the essential unity of the whole 
period from the Pharaohs to Charlemagne. The use of original 
sources in good translations adds so much to the interest and appre- 
ciation of the pupil that no period should be studied without fre- 
quent use of quotations and references from such works. No 
teacher, for example, should consider Greek history at all adequately 
presented unless there have been frequent readings from the Iliad 
and the Odyssey, Herotodus, Thucydides, Xenophon and Demos- 
thenes. Not only should the teacher use such material freely in 
class, but the pupils should be required to do some reading of their 
own, outside the class. Roman history, likewise, should be illumined 
from the pages of Plutarch, Livy, Cicero, Caesar, Tacitus and Pliny. 
These works can all be obtained in fair translations at little cost. 
Such outside material as this, if rightly used, will be the means of 
opening to the puipil a new field of literature as well as cultivating 
in him a taste for real history. 

VII. ADVANCED UNITED STATES HISTORY. 

HALF YEAR. 

The method of presenting the work in United States history de- 
pends upon the place it holds in the high school course. It may be 
made a senior review or be taken up in the third year as 
advanced work. There are many reasons why the subject should 



HIGH SCHOOL MANUAL. 27 

be left to the latter half of the course, but the determining factors 
in favor of the later time are the greater maturity of the student 
and the importance of the subject. A logical arrangement would 
seem to be the combining of both history and civics in 
a single year's work, dealing with the constitutional ques- 
tions when they arise in the course of the national progress. 
The separate text in civics is used as before, but only in connection 
with the history and in its approipriate place. The objects to be 
attained in this years' work are training in citizenship and the power 
of independent thinking and reasoning which, it will be recalled, 
are the first two of the points made in favor of history study. And 
since our state superintendent has publicly announced that United 
States history is one of the two subjects upon which teachers are 
most poorly prepared, the need for a sound and thorough course in 
this subject is apparent to all. 

But while United States history is (perhaps the best subject for 
training in citizenship and unexcelled in developing the power of 
reasoning, yet it is not at all lacking in the cultural element. The 
imagination is certainly appealed to in every phase of our national 
development, the moral aspects of our history are constantly recur- 
ring and the powerful influence of example acts as a constant stimu- 
lus to every pupil. As a special feature of this side of American 
history is the rich literature which illustrates as nothing else can, 
the deep undercurrents of popular feeling in the great crises of our 
national life. The two subjects of history and English thus mutually 
reinforce each other at all points, especially along the lines in which 
each is strongest. This capital fact contains the solution of the 
many difficulties which beset the path of the teacher who honestly 
tries to present these two subjects as though they were as far 
asunder as mathematics and theology. When English and history 
are thus co-ordinated, each will profit by the change to become 
character forming subjects of the highest rank. 

A brief review of the whole subject of United States history 
is expected in this course. It is obvious, however, that all periods 
can not be studied with equal care. The details of wars with their 
campaigns and battles should receive comparatively slight atten" 
tion ; while the emphasis should be laid upon the industrial and polit- 
ical growth of the nation. The study of the critical periods of our 
history under the articles of confederation ; the discussion and adop- 



28 HIGH SCHOOL MANUAL. 

tion of the constitution, and Washington's administration, during 
which many cjuestions regarding the force and effect of this consti- 
tution were determined, should receive the most intensive study 
given to any part of the course. 

REFERENCE WORKS IN HISTORY. 

UNITED STATES HISTORY. 

General References. 
Doyle, English in America. Three vohimes. 

*Fiske, Beginnings of New England. Houghton, ]\Iifflin & Co $ 2.00 

Critical Period,s in American History. Houghton, Mifflin & Co. 2.00, 
Schouler, History of the United States. Five volumes. Dodd, Mead 

& Co '. . 11.25 

American History Series. Chas. Scribners Sons. 

*Fisher, Colonial Era 1 . 00 

*'Sloane, French War and Revolution 1 .25 

Walker, Making of a Nation ^ . . . 1 . 00 

Burgess, Middle Period 1 . 00 

Civil War and Constitution. Two volumes , 2.00 

Reconstruction and Constitution 1 . 00 

Epochs of American History. Longmans, Green & Co. 

Thwaites' Colonies 1 . 26 

Hart, Formation of the Union 1 . 25 

*Wilson, Division and Reunion 1 .25 

Channing, Students Hi'stoiy of United States. The Macmillan Co. 1.40 
*McLaughlin, History of the American Nation. D. Appleton & Co. 

*Mace, School History of the United States. Rand & McNally .. 1.00 

*Channing, Short Flistory of the United States. The Macmillan Co. .90 
.*Rhodes, History of the LInited States Since Compromise of 1850. 

Harpers. Five volumes, each 2.50 

American Commonwealth Series. (State Histories.) Houghton, 

Mifflin & Co. Each 1 .25 

Bryce, American Commonwealth. The Macmillan Co. 

*Parkman's Works, Little, Brown & Co. Twelve volumes, each.. 2.00 

Lodge, Short History of English" Colonies in America. Hafpers ... 3.00 

American Statesman Series, Houghton, Mifflin Co., each 1.25 

Lecky, American Revolution. D. Appleton & Co 1.50 

Dodge, Birdseye View of Civil War. Houghton, ]\lifflin Co 1.50 

Soiirce Books. 
*Hart, American Hostory told by Contemporaries. The Macmillan 

Co. Four volumes, each 2 . 00 

Johnson, Representative American Orations. Putnam's- Sons. Four 

volumes, each 1 . 26 

*American History Leaflets. Lovell & Co. 33 numbers each .... .10 

*01d South Leafletc. D. C. Heath. Each 05 



3ocks of especial value to scliools. 



HIGH SCHOOL MANUAL. 29 

Preston, Documents Illnstrative of American History. Putnam's 

Sons. Five volumes, each L 50 

McDonald, Select Documents Illustrative of the History of the 

United States. The iNIacmillan Co. Two volumes, each.. 2.75 

Ames, History Studies. Ainsworth & Co., each .75 

State Documents on Federal Relations. Longmans, Green & Co. 2.00 

*Liberty Bell Leaflets, Christopher Sower Co., Philadelphia. 

*Hart, Source Book of American Histor}'. The ]Macmillan Co .GO 

*Higginson, Young Folks' Book of American Explorers, Longmans, 
Green & Co. 

Books For Teachers. 

Mace, Method in History. Ginn & Co LOO 

Berrigan & Channing, Manual in History. Waterville, Minn. 
Cromwell, Students' United States History Outline. Ainsworth 
& Co. " ^ 

Report of the Committee of Seven. The Macmillan Co .50 

Historical Sources in Schools. The Macmillan Co. 

EUROPEAN HISTORY. 

Munro, Syllabus of Mediaeval History, Department of History, 

University of Pennsylvania .60 

*G. B. Adams, Civilization During the Middle Ages. Chas. Scrib- 

ners Sons 2.50 

Duruy, History of Middle Ages. Henry Holt & Co 1.60 

Bryce, Holy Roman Empire, The Macmillan Co LOO 

Emerton, Mediaeval Europe. Ginn & Co 1.50 

Thatcher & Schwill, Europe in the Middle Ages. Chas. Scribners 

Sons. 
Munro & Whitcomb, ^Mediaeval and ^Modern History. D. Appleton 

& Co. 
*G. B. Adams, Mediaeval and Modern History. The Macmillan Co. 
*Schwill, Modern Europe. Chas. Scribners Sons. 

Periods of European Llistory, 477-1899. Eight volumes 12.00 

Seignobos, Political History of Europe since 1814. Henry Holt & Co. 
Munro, .The Teaching of Mediaeval History. D. Appleton & Co. 
Translations and Reprints from Original Sources. University of 

Pennsylvania. Six volumes, each *. 1.50 

ENGLISH HISTORY. 

Most of the above references can be used in this subject also. 
Green, History of the English People. Harpers. Four volumes.. $ 10.00 

*Short History, The Macmillan Co. 1 .20 

Epochs of Modem History. Chas Scribners Sons, each 1.00 

(Eleven of the eighteen volumes deal with English history wholly.) 
*Cheyney, Short History of England, Ginn & Co. 
Tait, Analysis of English ITistory. The Maciiiillan Co. 



*Bool<:s of especial value to schools. 



30 HIGH SCHOOL MANUAL. 

Gross, Sources and Literature of English History. Longmans, Green 
& Co. 

Coman and Kendall, History of England. The Macmillan Co. 

*Channing and Higginson, English History for Amercans. Long- 
mans, Green & Co. 

^Andrews, History of England, Allyn & Bacon. 

ANCIENT HISTORY. 

General References. 

^Taylor, Origin of the Aryans. Chas. Scribners Sons. 

*Sayce, Ancient Empires of the East. Chas. Scribners Sons. 

Holm, History of Greece. The Macmillan Co. 

*Mommsen, History of Rome. Chas. Scribners Sons. 

Epochs of Ancient History. Chas. Scribners Sons. ' Eleven vol- 
umes, each $ 1.00 

Story of the Nation Series. Greece, Rome, Carthage, Alexander's 
Empire, Chaldea, Egypt, Assyria, The Jews, Persia. Put- 
nams' Sons. Each 1 . 50 

Botsford, Greece. The Macmillan Co. 
Rome, The Macmillan Co. 

Bury, History of Greece. The Macmillan Co. 

*Goodspeed, History of the Ancient World. Chas. Scribners Sons. 

How and Leigh, History of Rome. Longmans, Green & Co. 

Shuckburgh, History of the Greeks. The Macmillan Co. 

Historjr of Rome for Beginners. The Macmillan Co. 

*Preston and Dodge, Private Life of the Romans. Leach, Shewell & 
Sanborn. 

Kiepert, Atlas of the Ancient World. Leach, Shewell & Sanborn.. 2.00 

Labberton, Historical Atlas, Townsend MacCoun. 

Excellent Maps for Ancient History. Rand & McNajHy. 

Source Books. 
Homers' Poems, Iliad by Lang, Leaf and Meyer. 

Odyssey by Butcher and Lang. The Macmillan Co. 
Herodotus, Thucydides, Xenophon, Caesar, Cicero, American 

Book Co. Each volume- $ 1.00 

Demosthenes, Harpers. 

Plutarch, four volumes. The Macmillan Co. 

Trial and Death of Socrates by Plato. The Macmillan Co 80 

Livy, Harpers. 

Polybins, The Macmillan Co. Two volumes. 

Botsford, Elementary Source Book for Greece and Rome. The Mac- 

Millan Co 90 

Munro, The Source Book of Roman History. D. C. Heath & Co. 



*Books of especial value to schools. 



HIGH SCHOOL MANUAL. 31 

VIII. CIVIL GOVERNMENT. 

HALF YEAR. 

The pupils should obtain a knowledge of actual government, as 
well as a knowledge of the structure or framework of government. 
General impressions should not be allowed to take the place of act- 
ual information, a peculiar danger in this study. 

The subject should be treated broadly, giving a large proportion 
of the time to a general treatment of national and state govern- 
ments, such as is found in James and Sanford's "Government of 
State and Nation," (Scribner), Ashley's "American Government" 
(Macmillan), and other good texts. 

From two to four weeks should be given to North Dakota civics. 
A thorough study should first be made of the framework of the gov- 
ernment. This will be based on a careful reading of the important 
parts of the Enabling Act and of the state constitution. County and 
city or town government may then be studied and a few of our most 
important laws like those pertaining to prohibition and to elections 
may receive some attention. This work should be made concrete. 
Let the teacher keep a scrap book in civics, filing therein newspaper 
clippings, pictures, reports, sample Australian and primary elec- 
tion ballots, and other materials illustrating the various branches of 
government in action. For example, illustrate the work of the board 
of county commissioners by extracts from their published proceed- 
ings. 

Information will be found in the following: (1) North Dakota 
Blue book, issued by Secretary of State, Bismarck, N. Dak., sent 
free on application. This contains the Enabling act, constitution of 
North Dakota and the United States, and much valuable statistical 
material covering every branch of state government. 

(2) North Dakota Code. 

(3) Woods' little book on "Civil Government for North Dakota.'' 
Pupils should be questioned upon current events of a political 

nature, and it will be the purpose of the state examiner to introduce 
at least one question upon current events in each set of questions sent 
out to the schools. Throughout the study of civil government the 
teacher should endeavor to impress upon the pupils the high respon- 
sibility as well as privilege of citizenship in a free state. 

Among the standard reference books upon the library shelves 
should be the following: 



32 HIGH SCHOOL MANUAL. 

1. Bryce, American Commonwealth. 

2. McClain, Principles of Constitntional Law. 

3. Johnston, American Politics. 

IX. PHYSICS. 

During thf past .'^ew years there has been considerable discussion 
concerning the teaching of the subject of iphysics in the high school. 
A commission, consisting of committees appointed by the various 
science associations interested, has been attempting to determine 
what should be considered the minimum amount of work necessary 
in the high school course in physics. It has also arrived at conclu- 
sions which, if carefully considered by the teachers, wnll result in a 
great improvement in the high school course in physics. The pre" 
liminary reports of this committee have been used freely in formu- 
lating the requirements and making the suggestions which follow. 

MINIMUM REQUIREMENTS. 

1. The course in physics shall consist of at least 216 periods of 
forty minutes each of assigned work (i. e., 6 periods per week for 36 
weeks). 

2. The wprk shall consist of three closely related parts, viz., 
class work, illustrative experiments . in class room, and laboratory 
work. 

3. The class work shall include the study of at least one stand- 
ard text. The following is a ist of the toipics which must be cov- 
ered : 

Mass and weight. 

Center of gravit}'. . ' 

Ecjuilibrium of a body under the action of weight. 

^Density and its measurement as grams per c. cm. 

'''Parallelogram of forces. Resultant of two forces in a plane . 

Composition and resolution of forces. Conditions for equilibrium 
for translation. 

Pressure in free gases due to weight; atmospheric pressure ; bar- 
ometer. 

^Pressure in a confined gas due to its elastic force. Boyle's Law. 

'''Pressure in licj[uids with a free surface due to gravity; varying 
depth, density, shape of vessel. 

-^Balanced forces in liquids. Buoyancy. Archimedes' principle. 

^Pressure in confined liquids. Hydraulic press. 



HIGH SCHOOL MANUAL. 33 

^Uniform linear velocity and its measurement in ft, per sec. and 
cm. per sec. 

^Uniform acceleration as the rate of change of velocity, and its 
measurement in ft. per sec. and in crii. per sec. each sec. 

*Freely falling bodies — constant acceleration. 

^Relations among unbalanced force, mass and acceleration in uni- 
formly accelerated linear motion. Newton's second law. 

Mass in proportional to weight — shown by the fact that the ac- 
celeration is the same for all bodies. 

^Action and reaction. Momentum conserved. Newton's third 
law. 

-'-Work as unbalanced force times distance and its measurement in 
foot pounds and gramcentimeters. 

Energy measured by work. Potential and kinetic methods of 
measuring energy. Conservation of mechnical energy. 

The law of machines ; the work obtained not greater than the work 
put in. Inclined plane, pulleys, wheel and axle, lever. 

'•'Efficiency of machines, and its measurement as the ratio of the 
work obtained to the work put in. 

^Production of rotary motion. Measurement of moments by the 
product of force times arm. Levers. 

General condition for equilibrium for both translation and rota- 
tion. 

Conversion of mechincal energy into heat. 

Heat a form of energy. 

Conversion of mechanical energy into heat energy by friction, 
compression of gas, etc' 

Expansion and its uses. Thermometers ; Eahrenheit and Centi- 
grade scales. 

Expansion of air ; Charles law. Absolute scale. ■ 

Heat quantity ; measured in calorins. 

^Specific heat. 

Mechanical equivalent of heat. 

^Evaporation. Heat of vaporization of water. 

Relation between pressure of saturated vapor and boiling point. 

Relative humidity of the atmosphere. Dew point, clouds and 
rain. 

*Fusion and solidification. Heat of fusion of ice. 

Production of artificial cold, freezing mixture, ice plants. 



34 HIGH SCHOOL MANUAL. 

Qualifying motions of operation of steam engines, turbines, gas 
engines and heat engines. 

Conservation of energy. 

Heat transference by conduction and convection. Conductors and 
non-conductors. 

Heat transference by radiation. 

Heating and ventilation of buildings. 

Qualitative description of transfer of energy by waves. Water 
waves. 

"^Wave length and period of waves. Velocity of wave is measured 
by the product of the wave length and the number of vibrations per 
second. 

Longitudinal and tranverse waves. 

The origin and transmission of sound in air and other media. 

^Velocity of sound waves in air by direct experiment. 

Reflection of sound ; echo, reverberation. 

Natural period of vibration. Tuning forks. Pitch and period. 

Interference ; beats. 

Stationary waves on strings and in air columns. 

Overtones ; quality. 

^Relation between the wave length of the fundamental tone and 
the length of the vibrating string or air column. Also relation be- 
tween fundamental and overtones. 

Resonance. Equality of natural and impressed periods. 

*Velocity of sound by resonance. 

The musical scale.. 

Light a form of energy. 
■ Rectilinear propagation of light. Pinhole camera. 

Metallic reflection and its law. Liiage in a plane mirror. Dif- 
fuse reflection. 

Refraction and its laws. ' ■ 

Prisms and dispersion. Spectra. 

*Lenses, concave and convex. Principal focus. Conjugate foci. 
Graphical method of finding size and position of images (using 
"rays"). , ,,'.■, 

■ The eye. Apparent size of objects and the visual angle. Specta- 
cles, how they fulfil their purpose. 

Method of increasing the visual angle by telescope, microscope, 
and opera glass. 

Ordinary colors depend upon selective absorption ; color vision. 



HIGH SCHOOL MANUAL. ' 35 

^Photometry. Law of inverse squares. 

The velocity of Hg-ht. 

Magnetic attractions and repulsions. Magnetic substances. 

Field of force about a magnet with filings. 

The earth a magnet. 

Electricity by friction ; opposite charges ; attractions and repul- 
sions. 

Conductors and insulators. 

■Charging by induction or influence. 

Electric change by chemical action. Poles of a cell. 

Simple galvanic cell. Polarization. 

Electrolysis. Definition of the ampere. Electroplating. 

Heating effects. Resistance. Definition of ohm. 

*Ohm's law. Definition of the volt. 

Power measured by the product of volts times ampere^. Clean- 
ing of the kilowatt-hour and its equivalent in horse-power-hour. 

Magnet produced by a current — electro-magnet. 

Current produced by a magnet, current produced by another cur- 
rent—induced current. 

Simple alternator. Commutator. Direct current dynamo. 

Induction coil. Transformer. 

Telegraph, telephone. 

The required units are, foot, inch, centimeter, meter, kilometer, 
second, pound (weight), foot-pound, horse-power, gram, gram- 
weight, gram-centimeter, kilogram, calorie, ampere, volt, ohm, watt, 
kilowatt. 

The topics which are marked with a (*) are those in which the 
student should solve concrete problems. 

The teacher should not follow the order of the topics as given ; 
the order given in the text used is ipreferable. 

4. At least two periods per week should be devoted to laboratory 
work, and these periods should be consecutive. Whether or not two 
periods are necessary for an experiment depends upon the amount 
of written work required in the laboratory as well as upon the char- 
acter of the experiment itself. 

5. In the laboratory the student shall perform at least 36 indi- 
vidual experiments and keep a careful notebook record of them : 
18 of these experiments should be quantitative. 

Each of the ' 18 should illusLrate an important phvsical 
principle and no two should illustrate the same priiiciple. In no case 



36 HIGH SCHOOL MANUAL. 

should an experiment be selected which occupies more than two 
periods. Emphasis should be laid upon the conclusions to be de- 
rived and the discussion of the important features of the experi- 
ment. From 12 to li of the experiments should be in mechanics, 
and the remainder should be divided in approximately equal num- 
bers among heat, electricity, sound and light. The selection of the 
experiments should be upon the most important topics as given 
above. 

TEXTS, LABORATORY MANUALS AND APPARATUS. 

Texts. — All the texts give more than need be studied in fulfilling 
the minimum requirements. The following texts, arranged in al- 
phabetical order, will be found satisfactory : 

Andrews and Howland, Elements of Physics, Macmillan Co. 

Carhart and Chute, High School Physics, Allyn and Bacon. 

Coleman, Elements of Physics, D. C. Heath & Co. 

Crew, Elements of Physics,, Macmillan Co. 

Culler, Text Book of Physics, J. B. Lippincott Company. 

Henderson & Woodhull, Elements of Physics, D. Appleton & Co. 

Hoadley, A Brief Course in Physics, American Book Co. 

McMullen, Forty Lessons in Physics, Henry Holt & Co. 

Mann & Twiss, Physics, Scott, Foresman & Co. 

Millikan & Gale, A First Course in Physics, Ginn & Co. , 

Sanford, Elements of Physics, Henry Holt & Co. 

Slate, Physics, Macmillan Co. 

Wentworth & Hill, A Text Book of Physics, Ginn & Co. 

Manuals. — A few of the texts already cited contain also the labo- 
ratory instructions. These, named by authors, are Andrews and 
Howland, Henderson and Woodhull, Hoadley, and Sanford. 

The laboratory manuals which will be found satisfactory are as 
follows : 

Ayers, Laboratory Exercises in Elementary Physics, D. Apple- 
ton & Co. 

Cheston, Dean & Timmerman, American Book Co. 

Chute, Physical Laboratory Manual, D. C. Heath & Co. 

Coleman, Physical Laboratory Manual, American Book Co. 

Crew and Tatnall, Laboratory Manual of Physics, Macmillan Co. 

Millikan and Gale, A Laboratory Course in Physics, Ginn & Co. 

Nichols, Smith and Turton, Manual of Experimental Physics. 
Ginn & Co. . 



HIGH SCHOOL MANUAL. 37 

Twiss, Laboratory Experiments in Physics, Scott, Foresman 
& Co. 

Apparatus. — One of the most essential features of a physical lab- 
orator}' equipment is the one most often omitted, i. e., tools and a 
small space for shop purposes. An article on this subject by J. P. 
Naylor will be found in School Science and Mathematics, June, 1905, 
p. ^39. He shows how a fairly good equipment including a good 
working bench, can be purchased for about $60.00, and that by add- 
ing $85.00 more one can be well prepared for working in metals like- 
wise. Space does not permit the presentation of the many excellent 
reasons for making the purchase of a shop equipment. It should be 
enough to say that it is the universal experience that the shop not 
only adds greatly to the efficiency of the instruction, but it also pays 
for itself many times over. 

It is true that but few schools can afford ample space for a shop, 
but on the other hand practically all can acord the purchase of a few 
tools. 

In the purchase of laboratory equipment it should be remembered 
that the preference ought always to be in favor of apparatus which 
is as simple as possible. Great accuracy is not the aim of the lab- 
oratory and consequently the purchaser should not attempt to secure 
apparatus of precision. The equipment for quantitative work should 
permit the obtaining of fair results, and the teacher ought to insist 
that the student be as accurate in his measurements as is possible 
with the apjparatus. 

Inasmuch as the list of apparatus necessary to perform the 36 
experiments varies som.ev.diat with the list of experiments, no detail- 
ed account of "necessary" apparatus will be given here. r\loreover, 
a teacher ought not to be content unless he has sufficient apparatus 
to perform many illustrative experiments in the class room. To enu- 
merate the desirable apparatus for this purpose is quite impracti- 
cable. 

When making the vrst purchase for a laboratory, the teacher is 
advised to select first the text and manual to be used. The text will 
give many illustrative experiments for the class-room and the lab- 
oratory manual will describe the apparatus for the laboratory. The 
teacher can then decide upon the apparatus needed for the class room 
and the laboratory. The equipment necessary for the 36 experiments 
alone will probably not exceed $160.00, but this sum does not in- 

H. S. Manual— 4 



38 HIGH SCHOOL MANUAL. 

elude the expenditures for illustrative exiperiments to be used in the 
class room,, and these experiments are of very great importance to 
the \/ork. 

The following named houses will he glad to furnish catalogues : 

Central Scientific Co., Chicago, 111. 

C. H. Stoelting & Co., Chicago, 111. 

Wm. Gaertner & Co., Chicago, 111. 

Columbia School Supply Co., Indianapolis, Ind. 

Arthur H. Thomas Company, Philadelphia, Pa. 

Eberbach & Son Company, Ann Arbor, Mich. 
. L. E. Knott Apparatus Co., Boston, Mass. 

These catalogues, in addition to furnishing prices, will give the 
teacher many valuable suggestions. 

X. ENGLISH— COURSE 4. 

(a) History of American Literature, two recitations a week. 

(b) Masterpieces, three recitations a week. 

(c) Composition vv^ork in course 3. 

MASTERPIECES FOR STUDY. 

1. Aldrich's Baby Bell, Alec . Yeaton's Son, Piscatac[ua River, 
The Little Violinist, Our New Neighbors at Ponkapog. 

2. Bryant's Thanatopsis, To a Waterfowl, Song of Marion's 
Men, The Green Mountain Boys, The Yellow Violet, To the Fring- 
ed Gentian, The Planting of the Apple Tree, A Forest Hymn, The 
Food of Years, The Little People of the Snow. 

3. Emerson's Compensation and American Scholar. 

4. Higginson's The Procession of the Flowers, April Days, 
Water Lillies. 

5. Lincoln's First Inaugural Address, Second Inaugural Ad- 
dress, Getcysburg Speech, The Emancipation Proclamation. 

6. Poe's Raven and The Bells. 

7. Taylor's Lars. 

8. Webster's First Bunker Hill Oration, and Adams and Jef- 
ferson. 

MASTERPIECES FOR READING. 

1. Franklin's Poor Richard's Almanac. 

2. Hawthorne's House of the Seven Gables or The Marble 
Faun. 

3. Lodge's Life of Webster. (American Statesman Series.) 



HIGH SCHOOL MANUAL. 39 

4. Parkman's La Salle. 

5. Thoreau's The Succession of Forest Trees, Wild i\ipples, 
Sounds. 

6. Views Afoot, Bayard Ta3'lor. 

7. Warner's My Summer in a Garden. 

LATIN. 

Pupils should be held strictly to the use of clear idiomatic Eng- 
lish in their translations, though they should be led from the start to 
notice carefully the Latin order of words and to comprehend the 
thought in that order. 

Li the reading of the Latin text the teacher should see not only 
that each word is correctly pronounced but also that the words are 
properly grouped. He should strive to teach intelligent, expressive 
reading. The Roman method of pronunciation should be used. 

XL LATIN— 1. 

FIRST YEAR. 

Latin Grauiniar and Easy Latin Prose. 

As the work of this year is fundamental, it is of the utmost im- 
portance that it be accurate and thorough. The aim should be the 
acquisition of a vocabulary of a few hundred words, a thorough 
mastery of the regular and most common irregular forms, and a firm 
grasp of the more usual constructions. To accomplish this, constan^ 
review, oral and written, is necessary. Therefore, when the declen- 
sions, the conjugations and comparisons have been studied, there 
should be frequent practice in the declensions of nouns, pronouns and 
adjectives, in the conjunction of verbs, and in the comparison of 
adjectives and adverbs. Much of this can be done in connection 
with the work in composition, the pupil being asked to write a sen- 
tence on the board and to decline a noun or pronoun and give a 
synopsis of a verb in the sentence. All long vowels should be 
marked in all written work. After the firsc two or three lessons, 
translation, oral and written, from Latin into English, and from 
English into Latin should form an important part of every recita- 
tion. Nor should the teacher restrict himself to the sentences in the 
text book ; he should compose a large number himself, making re- 
peated use of those words and constructions which it is most neces- 
sary for pupils to know. Word formation should receive some 
attention. 



40 HIGH SCHOOL MANUAL. 



XII. LATIN— 2. 

SECOND YEAR. 

The first four books of Caesar's Gallic War, or selections from 
Ceasar equivalent in amount to two books and selections from other 
prose, such as Fables, Viri Romae, Eutropius and Nepos, equivalent 
to two more books. 

1 Reading the Latin aloud and translation into clear, idiomatic 
English. 

2. The syntactical relation of each word should be understood, 
and the thought fully comprehended; principal parts of all verbs 
memorized ; frequent practice in the declension of nouns, pronouns 
and adjectives, in the conjugation of verbs, and in the comparison 
of adjectives and adverbs. This grammatical work should receive 
great emphasis. 

3. The life of Caesar ; the geography of the country ; the organi- 
zation of the Roman army, and the Roman art of war ; all other sub- 
jects necessary for an understanding of the text read. 

4. A careful, thorough review of the forms and word-formation 
should be made, and a systematic study of syntax should be begun. 

5. Latin composition at least once a week. Sight reading. 
Memorizing of noteworthy passages. 

XIII. LATIN— 3. 

THIRD YEAR. 

Cicero's orations in Catalinam, De Imperio Pompei, and Pro 
Archia. If the time be insufficient to read all four of the orations 
against Catiline, the third may be omitted, but in that case the 
teacher should either translate it or summarize its contents for the 
class. 

1, 2, and 5 as in the second year. 

3. The life of Cicero; the history of his time; Roman oratory; 
Roman government; all other subjects necessary for an understand- 
ing of the text read. 

4. The systematic study of syntax continued. 

6. A careful study of the structure of each oration, but especially 
of the De Imperio Pompei. 

XIV. LATIN— 4. 

FOURTH YEAR. 

The first six books of Vergil's Aeneid. 



HIGH SCHOOL MANUAL. 41 

1, 2 and 5 as in the second year. The composition work this year 
need not be based on Virgil, but may be a continuation of the work 
done with Caesar and Cicero. 

3. The Hfe of Vergil; all subjects of a geographical, archaeo' 
logical, mythological or other nature necessary for an understanding 
of the text read. 

4. A study of the poetic forms and constructions met in the text. 
6. A study of the structure of the Dactylic Hexameter and care- 
ful attention to the correct reading of it. 

XV. GERMAN— 1. 

FIRST YEAR. 

The pupils should acquire a correct pronunciation ; facility in 
forming simple German sentences ; the essentials of German gram- 
mar. The instructor should give special attention to the training of 
the eye, the ear and the organs of speech. 

Recommended for conversation and elementary grammar : 

Schmitz's Elements of the German Language, first sixty lessons. 

For a first German reader : 

Mueller and Wenckebach's "Gluck Auf." 

Joynes-Meissner's German Grammar, for reference. 

xvL ger:max— 2. 

SECOND YEAR. 

The pupils should get practice in translating from German into 
idiomatic English, and in reading German smoothly and with ex- 
pression. 

Conversation : 

Schmitz's Elements completed. 

Grammar : 

Joynes-Meissner's Part I. complete, and chief rules of syntax, 
Part IL 

Reading : 

Schiller — DerXeye als Onkel. Storm's Immensee. 

J. H. Hillard — Aus Dem Deutschen Dichterwald. First sixty 
poems. Omitting Nos. 3, 8, 15, 25, 36, 39, 43, 5^6, 57, 59. 

Five selected poems for memorizing. 

XVII. GREEK— 1. 
XVIII. GREEK— 2. 



42 HIGH SCHOOL AIANUAL. 

XIX. FRENCH— 1. 

XX. FRENCH— 2. 

No synopses of these subjects are given. Schools offering any of 
these courses may obtain information about the requirements by 
applying to the examiner ot the high school board. 

XXL HIGHER ALGEBRA. 

HALF YEAR. 

Theory of Exponents (Positive, Negative, Zero and Fractional), 
Radicals and Radical Equations including Imaginary Expressions, 
Quadratic Equations and Simultaneous Quadratics, Inequalities, 
Ratio, Proportion, Arithmetical Progression, Geometrical Progres- 
sion. 

N. B. — A portion or all ol the topics here enumerated are requir- 
ed for entrance to many colleges. Students preparing for .college 
are therefore advised to take this course. 

XXII. SOLID GEOMETRY." 

HALF YEAR. 

The course as given in the usual text books in solid geometry. 
The suggestions given above for plane geometry may also be ob- 
served in teaching this subject. ' 

XXIII. ENGLISH HISTORY. 
The study of English history aids the pupil in cimpleting his pic- 
ture of mediaeval times begun at the close of Roman history, and it 
enables him also to trace the progress of the world down to his own 
day. Moreover, English history is of special significance to an 
American student since it assists him in understanding his own 
history from a study of that of his immediate ancestors. As far as 
possible, the unity and separateness of English history should be 
dwelt upon so as to avoid the confusion sure, to arise if the history 
of all other European nations is considered at the same time. Upon 
the teacher must rest the responsibility of presenting the contempo- 
raneous world history so as not to break the continuity of the 
English history, but at the same time to give the broader view 
without confusion or loss. The use of original materials to interpret 
and amplify the text is doubly important here, and the abundance 
of cheap reprints of the principal documents, reports and essays 
makes it easy for a wide-awake teacher to supply what is necessary. 



HIGH SCHOOL MANUAL. 43 

Nor should one overlook the rich literature of poetry, prose and 
drama which so well expresses the varying- stages of English de- 
velopment. Shakespeare is as much a part of English history in the 
reign of Elizabeth as is Philip II. with his invincible armada, or 
Drake, Raleigh, Hawkins and the rest. 

XXIV. MODERN HISTORY. 

The study of modern history is left to be considered last because 
it is the most difficult subject of all, and because few schools are at 
present ready to do v/ork of this kind. The more or less simple lines 
of Greek, Roman, English and United States history are far easier 
to follow for the average class than the more complex web of mod- 
ern history. With the four preceding subbjects well in hand, modern 
history can be profitably studied, and indeed it is the logical termina- 
tion of all the others. But to avoid the dangers already referred to 
by the report of the committee of seven, in connection with general 
history, modern history can best come as the culmination of several 
separate studies ; and as generalization is the most difficult task for 
the student of history, so the subject of modern history should be 
attempted only when the necessary preliminary training has been 
carefully completed. 

XXV. PENMANSHIP AND SPELLING. 

HALF YEAR. 

A'ery little if any writing should be done in copy books in the 
high school. In fact, if an instructor is qualified to put the copies 
on the blackboard and to direct the pupils in their practice, much 
better results may be obtained by the usfr of loose practice paper than 
with the copy book. The forearm, or "muscular" movement, should 
be cultivated, and for this purpose the teacher and pupils will find a 
great deal of helpful material in such publications as the Penman's 
Art Journal (published at 229 Broadway, New York), The Ameri- 
can Penman (Published by the A. N. Palmer Co., Cedar Rapids, 
Iowa), and The Business Educator (published by Zaner & Bloser, 
Columbus, Ohio). 

So many spelling books have been paiblished that no attempt will 
be made to enumerate them further than to say that many schools 
have found that the texts published for business college use are quite 
helpful; such as Words, Their Spelling, Pronunciation, Definition 
and Apphcation (published by the Gregg Publishing Co., Chicago), 



44 HIGH SCHOOL MANUAL. 



Spelling', by H. T. Loomis (published by The Practical Text-Book 
Co., Cleveland, O.), and Modern Business Speller, by D. D. Mayne, 
(published by Powers & Lyons, Chicago). 

The examination of the high school board will require a specimen 
of the pupil's handwriting and the spelling of difficult words in com- 
mon use with special emphasis on those used in business. 

XXVL BOOKKEEPING. 

ONE-HALF YEAR COURSE. 

This course should include a thorough drill in the elements of 
bookkeeping and practice in the use of the more common books of 
accounting, such as the day book, journal, cash book, sales book, 
check book, ledger, bills receivable and bills payable 'book, and trial 
balance and statement book. Some single entry might be given, but 
most of the work should be done in double entry. Students should 
be recjuired to fill out and become familiar with such business forms 
as invoices, notes, drafts, checks, receipts, statements of account, 
etc., and a system of instruction which requires these papers to be 
made out for the transactions entered in the books of account is to 
be preferred to one who does not require them. 

This course should cover the work offered in such sets as any 
one of the following : 

Commercial and Industrial Bookkeeping (inductive set, to Dec. 
1st), published by Sadler-Rowe Co., Baltimore, Md. (A. C. Mc- 
Crurg & Co., Chicago, western agents). 

Powders' First Lessons in Bookkeeping, published by Powers & 
Lyons, Chicago, 111. 

Modern Illustrative Bookkeeping (introductory course, with 
vouchers), Williams & Rogers Series, published by the American 
Book Co., Chicago. 

Goodyear's Essentials of Bookkeeping, published by Goodyear- 
Marshall Publishing Co., Cedar Rapids, Iowa. 

Or similar introductory sets published by F. H. Bliss Pub. Co., 
Saginaw, Alich., and the Ellis Pub. Co., Battle Creek, Mich. 

Any of these firms \vill be glad to furnish complete information 
in regard to their courses upon recjuest. 

FULL YEAR COURSE. 

The full year course in bookkeeping should include, in addition 
to the work outlined for the half-year course above, advanced work 
in bookkeeping and business forms, either by independent individual 



HIGJl SCHOOL MANUAL. 45 

sets for the pupils or by organizing the class into a community for 
■business practice with some suitable guide for the transactions to 
be pierformed and the books to be kept. In the latter method care 
should be taken to hold the pupils strict^ to the Avork in hand, and 
to a high standard in business forms and books of account, lest 
time be wasted in useless ''dickering." All transactions should be 
carried out by correspondenue, thus reducing confusion to the mini- 
mum. 

For this advanced work the folowing are suggested as suitable : 

If the Inductive Set of Industrial and Commercial Bookkeeping, 
as suggested above, is used in the first half of the year, complete the 
first budget from December 1st, and then take the Wholesale and 
Retail Set, published by the same authors. 

If the Powers & Lyons publications are used. The Complete Ac- 
countant might be substituted for the First Lessons in Business, 
thus providing a full year's work, or their Elementary Business 
Practice might be used to follow First Lessons in Bookkeeping. 

If the Williams & Rogers series is used. The Complete Course in 
Modern Illustrative Bookkeeping could be substituted for the In- 
troductory Course named above, or one of their business practice 
sets used to follow the Introductory Course. 

In the Goodyear-Marshall series their Higher Accounting, or one 
of their sets in business practice, such as the Community Business 
Practice, will p-rovide suitable w^ork for the latter half of the year. 

XXVII. COMMERCIAL LAW. 

HALF YEAR. 

"As a means of cultivating mental power and imparting the de- 
gree of information suggested, the study of the law has an appro- 
priate place in schools and colleges. The experience of ten years 
strengthens the writer's conviction that the study is interesting to 
the, pupil and helpful to him. Its extremely practical bearing on the 
affairs of everyday life affords a host of opportunities for those mu- 
tual discussions of teacher and pupil which are among the most 
fruitful exoeriences of the class room." — Introduction to White's 
Business Law. 

The following texts are suggested : 

The Essentials of Business Law, by Francis M. Burdick. (D. 
Appleton & Co.) 

Business Law, by Thomas R. White. (Silver, Burdett & Co.) 



46 HIGH SCHOOL ^lANUAL. 

Commercial Law, b}' D. Curtis Gano. (American Book Co.) 
Elements of Commercial Law, by Edward W. Spencer. (Bobbs- 
Merrill Co., Indianapolis.) 

Lyons' Commercial Law. (Powers & Lyons.) 
Richardsons Commercial Law. (Sadler-Rowe Co., Baltimore.) 
Commercial Law, by A. T. Hills. - (The Practical Text-Book Co., 
Cleveland, O,) 

Teachers will find some one of the more complete standard works 
on contracts very helpful in their preparation to teach this subject. 
Such books as the following may be purchased through any of the 
leading law book dealers : Bishop on Contracts, Lawson on Con- 
tracts, Clark on Contracts, Harriman on Contracts. Bigelow on Bills 
and Notes (student edition), Mechem on Agency, Mechem's Ele- 
ments of Partnership, and Benjamin's Principles of Sales, would 
also add greatly to the teacher's library. 

The school library should contain a copy of the Revised Codes of 
North Dakota. Li the study of negotiable paper the new Negotiable, 
Listrument Law of this state should be freely used. 

X\TIL COMMERCL\L GEOGRAPHY. 

HALF-YEAR. 

The subject of commercial geography is comparatively new to our 
schools. In the past three or four years the subject has been intro- 
duced into many of the high schools, and it is receiving considerable 
attention in the colleges and universities. Where the larger libraries 
and lecture rooms are available, the students are assigned special 
topics for research work and reports, and the stereopticon is used 
to illustrate lectures on the subject. In the larger cities of the east 
the commercial museum, containing specimens of the various ma- 
terials of commerce (both in the raw and manufactured state), is 
becoming quite a feature in the high schools. With a little work the 
same idea can be carried out on a lesser scale in most any community. 
In many instances the materials may be gathered and arranged by 
the pupils, a plan greatly to their benefit. If there are any factories 
or mills near the school, excursions to these places to study the meth- 
ods and gather s.pecimens will be beneficial. In addition to the text- 
book work the student's note book is an important part of the course. 
Many of the leading newspapers and magazines contain articles bear- 
ing on this subject and pupils should be encouraged to gather this 
material and arrange it in proper form in their note books. 



HIGH SCHOOL MANUAL. 47 



The text-book work should cover the material found in such texts 
as : 

Adams's Commercial eGorgraphy (D. Appleton & Co.) 

Redway's Commercial Geography (Charles Scribner's Sons.) 

The Geography of Commerce, by Spencer Trotter (The Macmil- 
lan Co.). 

Commercial Geography, by Gannett-Garrison-Houston (Ameri- 
can Book Co). 

Commercial and Industrial Geography, by John J. McFarlane 
(Sadler-Rowe Co). 

The school equipment should include a large map of the United 
State? and one of the world. The library should contain a copy of 
the Abstract of the Twelfth Census (Bureau of Census, Washing- 
ton), the Yearbook of the Department of Agriculture, and the Sta- 
tistical Abstract of the United States (Department of Commerce 
and Labor, Washington), the last two ibeing published yearly. 

A'aluable books on this subject for the school library, or the teach- 
er's private library, would be : 

Chisholm's Handbook of . Commercial Geography (Longmans, 
Green & Co). 

The International Geography, by Seventy Authors, edited by H. 
R. Mill (D. Appleton & Co). 

Commercial Raw Materials, by Charles R. Toothaker (Ginn & 
Co). 

This book treats solely of the raw materials entering into all lines 
of commerce, and gives many maps showing the distribution of these 
materials over the world. 

Introduction to the Study of Commerce, by F. R. Clow (Silver, 
Burdett & Co.). This book will suggest many topics for discussion 
and for special research work by the pupils. 

Modern Industrialism, by Frank L. McVey (D. Appleton & Co). 

General Historv of Commerce, bv William C. Webster (Ginn 
Co.). 

Stereoscopic views to illustrate this subject may be obtained from 
LTnderwood & Underwood, New York City ; Keystone View Co., St. 
Louis, and the H. C. White Co., New York. If the school has a 
stereopticon at its disposal, the lantern slides may be obtained from 
the T. H. McAllister Co., 49 Nassau St., New York, and the Key- 
stone View Co., St. Louis. Any of these companies will be glad 
to send you their special catalogues on this subject. 



48 HIGH SCHOOL MANUAL. 

XXIX. STEXOGRAPHY AXD TYPEWRITIXG. 

So much depends upon the system taught and the method of in- 
struction in arranging- this course that very little will be said about 
it here. Each of the leading systems has not only it stext-book but 
reading and writing exercise books and books for use in dictation. 
The examination will include questions covering the principles of 
the system, and exercises to be dictated to the class and transcribed 
by them either on the typewriter or by longhand. 

In typewriting what is known as the "Touch" method is recom- 
mended. By this method the pupil learns to use all the fingers in 
operating the machine and keeps his eyes off the keys. Celluloid 
caps over the keys are an aid, but the student should be urged to keep 
his eyes on the copy and not on the keys. There are many good man- 
uals for the teaching of the touch method, advertisements of which 
may be found in any of the shorthand magazines. Some work, in 
tabulating, billing and title paging should be given in the advanced 
part of the course. 

XXX. POLITICAL ECOXOMY. 

The course in political economy represents a year's work, five 
recitations a week. 

The objects of this course are two-fold, viz : 
'1. It atms to create and stimulate in the pupil an intelligent inter- 
est in the economic life of his immediate neighborhood, his county, 
his state and nation. This is essential, since economic or material 
prosperity underlies any advance in civilization. 

2. It aims to give the puil a mastery of a few sound economic 
principles. This, of course, will give the pupil the right attitude of 
mind and the proper approach to the serjous economic problems that 
confront the citizen. Hence the larger part of the time should be de- 
voted to a mastery of underlying economic principles which are now 
accepted as truth. This will furnish the pupil the needed learning for 
a serious and rational approach to such great questions as the tariff, 
money and banking, trusts, transportation, insurance, irrigation, 
labor and capital, etc. The solution of these questions must rest 
ultimately with the present pupil of the public school, hence no text- 
book or teacher can do more than point out carefully a few guiding 
princip-les. In short, the course must furnish sound principles, not 
short cut solutions. 



HIGH SCHOOL MANUAL. 49 

GENERAL ECONOMICS FIRST HALF YEAR. 

This course should begin with a historical survey of the industrial 
stages through which modern societ^/ has passed. The four divis- 
ions of economic theory, consumption of wealth, production, ex- 
change and distribution, should then be thoroughly mastered. This 
can be done only by frequent reviews, and by requiring the pupil to 
supplement statements in the text by numerous illustratioiis from 
his own observation and experience. The subject of public econom- 
ics should then be taken up for at least two, or better, four weeks 
at the end of the first half year. This subject includes public expen- 
ditures and public income. Pupils should prepare a classified list of 
the expenditures and income for their own school district, or even 
county, city or state. Taxation should receive the most attention 
in this division of the subject. 

The ordinary text-books on economics are prepared for college 
classes and are, therefore, too advanced for high school pupils. The 
following text, however, is designed exclusively for high schools, 
and will be found entirely satisfactory : 

Ely and Wicker, Elementary Principles of Economics, publish- 
ed by Macmillan. Another "good text is Bullock's Elements of Eco- 
nomics, published by Silver, Burdett & Co. 

ECONOMIC HISTORY OF THE UNITED STATES. SECOND HALF YEAR. 

This course should cover the salient features of our own economic 
decvelopment as a nation, and should give the pupil a grasp of the 
principal facts of our industrial life. Concrete problems of econom- 
ics may be emphasized, such as our tariff history, our system of 
banking, money and coinage, etc. Local topics may be studied, 
such as land tenure in Xorth Dakota, size of farms, etc., transpor- 
tation, immigration, etc. 

There are a variety of books dealing with separate phases of the 
subject. There is one book covering the entire field fairly well, and 
it may well be made a text. It is Coman, the Industrial History of 
the United States, published by Macmillan. This could be profitably 
supplemented by collateral readings from the reference Hsl below, 
or from other sources available to the pupil. 

■ In the study of political economy, prominence should be 
given to questions of practical importance, such as those named 
above. The teacher should avoid controversy on questions that have 
become issues in current politics. A good method of treating such 
questions is to have the class choose leaders to debate them 



50 HIGH SCHOOL ^lANUAL. 

pro and con, the debate finally being opened to the whole class. 
It is an excellent exercise to have members of the class occasionally 
read papers upon subjects previously assigned, such as the History 
of the Tariff, the National Banking Laws, the Coinage Laws, the 
Canadian Banking System, the Xew York Clearing Flouse, Inher- 
itance Taxes, the History of the Latin Monetary L^nion, etc. A 
good reference library is indispensable. Such a library will contain, 
in addition to standard elementary text books on political economy, 
the following: 

REFERENCE TEXTS. 

Andrews, Institutes of Economics. 

Hadley, Economics. 

Alill, Political Economy. 

Adam Smith, Wealth of Nations. 

Ely, Monopolies and Trusts, also Taxation in American States 
and Cities. 

Lalor, Cyclopedia of Political Science, Economics and History 
(3 volumes). 

Plehn or Daniel or Adams, Public Finance. 

Scott or White, Money and Banking. 

Dunbar, Theory and History of Banking. 

Dewey, Financial History of the United States. 

The World Almanac. 

U. S. government publications. Several invaluable publications 
may be had for the asking. The high school cannot afford to omit 
these. Those likely to be of most service are : Statistical Abstract 
of the United States (issued annually 'by bureau of statistics) ; Re- 
ports of Commissioner of Labor (bi-monthly bulletins and large an- 
nual reports). Thousands of other reports are issued, and may be 
obtained for debates, class topics, etc. 

XXXI. PHYSIOLOGY. 
The study of physiology in the high schools of the state should be 
so outlined in the Manual as to present the scope of work to be done 
in the subject by the smaller or less fully equipped high schools. All 
are required to cover the minimum work outlined in quantity and 
quality, and the state examination questions will be gauged in 
scope to make no greater demands in knowledge than is called for in 
the outline herewith submitted as a guide. 



HIGH SCHOOL MANUAL. 51 

The caution is urgently expressed not to make the subject a study 
of technicahties. On the contrary, let the instructor strive to link 
the subject very closely with the everyday life of the class — the 
homelife, the school life, the outdoor life. Avoid by every effort so 
treating the subject as to create the impression in the minds of the 
pupils that the subject of physiology is a book subject only. Let the 
work be physiology and hygiene rather than anatomy. 

-Each pupil in the class will keep a well ordered note- 
book in which he shall be recjuired to keep' a systematical- 
ly written record, in descriptions and drawings neatly done,- of the 
experiments performed and demonstrations or dissections wrought. 
These records must state clearly the purpose of the experiment, 
demonstration, or dissection, must describe the material and appara- 
tus used, the procedure adopted to bring out the results sought, 
and the results themselves as learned thereby. Where an experi- 
n-ent is performed with apparatus, the well executed drawing of the 
apparatus as set up is to constitute a part of the record thereof, and 
these notebooks will be demanded by the inspector as partial evi- 
dence of the character of the work done in the subject. This book 
should contain at least twenty representative laboratory exercises. 

Let the outline below be taken as the minimum. 

THE CELL. 

Kinds of cells ; sizes and shapes of cells ; cell walls, protoplasm, 
nucleus,- nucleolus ; irritability of protoplasm; why water is neces- 
sary to protoplasm ; mobility of protoplasm ; what is meant by cell 
structure ; intercellular material ; how cells multiply ; how they get 
food and use it ; one celled plant or animal ; tissue as a group of like 
cells ; different kinds of tissues ; organs and functions ; the complex 
individual body as composed of cells grouped into tissues and of tis- 
sues grouped into organs ; division of labor and its advantages. 

Suggestion : Microscopic examination of nitella or of a leaf of 
elodea Vv^ill show circulating protoplasm very beautifully. Proto- 
coccus, amoeba, or paramecium will illustrate the one celled body. 
A little scrapings from the inner side of the Hp will afford abund- 
ant view of the dead, flat cells of the outer skin. 

STRUCTURE OF TISSUES. 

The pupil can very easily grind down a wafer of bone shaft taken 
lingitudinally, 'by rubbing it over the face of a wetted whetstone un- 
der the fingers' end. When very thin, it will show the cell struct- 
ure of bone when examined under the microscope. 



52 -HIGH SCHOOL iMANUAL. 

GROSS STRUCTURE. 

Study for periosteum and its very important functions, shaft, 
head, marrow both red and yellow ; spongy texture of interior, spe- 
cially at the enlarged ends ; why the enlargements ; composition of 
bone; joints; number of bones in body; naming the most important 
bones ; shapes of ; functions of ; articulations ; how nature mends 
broken bones. 

Gross structure of muscle, showing fibers, perimysium, striated, 
non-striated, voluntary, involuntary, origin, insertion, contractility, 
tendon as continuation of the connective tissue about the muscle; 
uses and economy of tendons ; degree of elesticity and ends served 
thereby ; good examples of tendons ; cartilage and its economy in the 
body mechanism ; h3-giene of muscular exercise and proper care 
of the bodymuscle. 

Suggestion : The study of the anatomy of the frog will afford 
excellent demonstration of the above work. 

Study of the skeleton as an articulated whole to see the economy 
of that mechanism, as serving the desired ends to the welfare of 
the body. 

THE TEETH. 

The two sets of teeth compared ; structure and composition of 
the teeth ; hygiene of the teeth ; comparative study of man's 
teeth with those of a few other well known animals ; thus 
showing the adaptability of the teeth to the food getting purposes of 
different animals. Origin of the teeth in the body in their develop- 
ment in the individual. 

FOOD. 

Essentials of a food as such ; energy and energy production ; con- 
servation and transformation of energy ; heat production in the body ; 
need of a variety of diet ;" carbohydrate foods, nitrogenous foods, 
fats, sugars, mineral foods, condiments. Tests for starches, suo-ars, 
proteids. Evaporation tests for per cent of water in a few common 
foods. 

DIGESTION OP FOODS. 

Kinds of glands, their structure in general, kinds of, locations in 
the body. Salivary digestion and mastication ; gastric digestion ; in- 
testinal digestion ; description of the different digestive organs ; ex- 
perimental demonstration of the action on different kinds of foods 
by the saliva, the gastric juice, the pancreatic juices. Demonstra- 



HIGH SCHOOL MANUAL. 53 

tioii of emulsions and stud}' into the purposes of emulsions in the 
food in the intestine ; study of bile and its economy ; absorption of 
foods and their selective reception into blood vessels and lacteals ; 
laboratory explanation of absorption by experiment in osmosis ; 
portal circulation and the storing of glycogen in the liver ; the lacteal- 
lymphatic conve3'ance of the digested food; effects of alcohol and of 
narcotics on food digestion. 

RESPIRATION. 

Composition of air ; laboratory demonstration of oxygen, carbon- 
ic acid gas, and nitrogen ; nature of oxidation and combustion ; 
need of oxygen therefore, to the body ; function of nitrogen ; sources 
of carbonic acid gas in the body ; how plants give off oxygen and use 
up carbonic acid gas, while animals reverse the act ; how oxygen is 
given up and carbonic acid gas taken up by the action, of the lungs ; 
why we breathe, therefore, and how we breathe ; description of the 
respiratory organs ; demonstration of the respiratory organs with 
those of sheep, pig, cat, or rabbit. 

CIRCULATION. 

Economy of circulation of blood in the body ; microscopic view 
of blood ; microscopic examination of blood circulation in the web 
of a frog's foot ; systematic, pulmonary, and cardiac circulations ; 
study of the heart — dissect heart of beef, pig or sheep; structure, 
functions, and comparison of arteries and veins ; capillaries ; the 
pulse ; composition and functions of the 'blood ; relation of lymphatic 
circulation to the blool circulation ; lymphatic glands and their func- 
tions. 

EXCRETION. 

The liver as an excretory organ; the kidneys, location, structure, 
and functions ; ureters and bladder ; the skin, its structure, and func- 
tion as an excretory organ ; intestinal excretion ; the lungs as excre- 
tory organs. Laboratory demonstration of internal organs in the 
dissection of a cat or a rabbit by the instructor. Show peritoneum, 
omentum, mesentery and mesenteric circulation, with portal vein ; 
liver, gall cyst with duct ; ' pancreas and duct ; spleen ; stomach ; 
small intestine ; large intestine, with caecum and veriform appendix ; 
remove the false impression in the child's mind that the pyloris is a 
"gate"; kidnevs, ureters, bladder; diaphram ; trachea and lungs (in- 
flate), bronchi and bronchial tubes; aesophagus ; heart and perirar- 

H. S. Manual-5 



54 HIGH SCHOOL MANUAL. 

diiim ; venae cavae ; aorta ; pulmonary artery and vein ; subclavian 
arteries and veins; jugular veins; carotid arteries; interior of stom- 
ach. 

NERVOUS SYSTEM. 

Structure of a nerve and of a nerve ganglion, and primary functions 
of the same ; the brain, its parts and functions thereof-; localization of 
the brain functions ; gray matter and white matter ; pia mater, 
dura mater, arachnoid,- and functions; ventricles and cerebral fluid, 
with functions ; cranial nerves ; spinal cord, with spinal nerves and 
functions of the same, and economy of spinal cord ; afferent and 
efferent, motor and sensory nerves ; reflex action and its economy ; 
the "sympathetic nervous system," its functions, and articulation 
with the cerebro-spinal system. Spinal nerves may be nicely dem- 
onstrated in the frog. If possible, get brain of beef, sheep, pig or 
cat for class demonstration by the instructor. Spinal cord with roots 
'of spinal nerves may be nicely shown in the cat or rabbit. Teach 
efl^ects of alcohol or narcotics on nervous functioning in the body. 

SPECIAL SENSES AND VOICE. 

As taught in any of the usual elementary texts. 

Hygiene of exercise, cheerfulness, hopefulness, clothing, ventil- 
ation, light, sunlight, proper care of voice, habits and their economy 
and danger. 

No list of text books is submitted 'because it is thought that in- 
structors will find for themselves the text that will best suit the 
sc-hool and pupils under their charge, and which best covers in a 
plain, elementary way, the scope of work rec|uired. A text replete 
with technical terminology in which it is found that the subject is 
treated in the college scope is to be rejected. The one that presents 
its work in terms readily comprehended by the representative high 
school J)upil ; that treats the subject from the viewpoint of the 
pupil's home life, school life, outdoor life ; that contains good, clear 
illustrations ; that is up to date in matter and not excessively ex- 
haustive in treatment ; gives plain directions for well chosen and sim- 
ple experimental work— such text is worthy of careful consideration. 

XXXII. METEOROLOGY. 

HALF YEAR. 

Waldo's Elementary Meteorology shows the scope of the work re- 
cjuired in this subject. The course in physical geography includes a 



HIGH" SCHOOL MANUAL. 55 



treatment of meteorology, and a pupil who has credit in one of these 
subjects cannot receive it in the other. Moreover, if the class are 
taking' meteorology as a separate semester study the teacher must 
give a much more comprehensive treatment of the subject than she 
would give in physical geography where it forms but a part of the 
semester's course. 

XXXIII. PHYSICAL GEOGRAPHY. 

HALF YEAR. 

The time to be devoted to physical geography is one semester of 
at least eighteen weeks ; the usual rcitation period five days a week 
for class room work and a double period once a week for laboratory 
exercises. Within the past few. years a lively interest has been taken 
in preparing text books on this subject and, therefore, a good up to 
date text book may be and should be selected and used. 

Many of the texts will present more topics than it is intended to 
treat in the time assigned. It will be necessary, therefore, to select 
representative topics sufficient in number to make a thorough course 
for a half year. Besides textbooks, reference books, relief maps, 
charts, globes, and other pieces of apparatus will be needed. 

A permanent notebook of the laboratory exercises should be 
made and preserved. 

Following are a few topics taken from Document Ko. 30, college 
entrance - examination board, which suggests the line- of work ; 
others may be added : 

1. The earth as a globe ; shape, how proved, consequences ; size, 
how measured ; motion, character of latitude, longitude, time, rate, 
path, direction, consequences ; magnetism, compass, poles, variation. 

Laboratory exercises: (1) Construct a diagram showing in- 
clination of earth's axis, and effects of an axix at right angles and 
parallel to plane of orbit. (2) Construct a diagram showing po- 
sition of earth, moon, sun at the several phases of the moon. 

2. The Ocean : Form, divisions, depth, density, temperature, 
ocean floor, distribution of life, waves, currents, work of ocean, 
classes of shore lines, and importance of shore lines. 

Laboratory exercises: (1) Study of ocean current maps. (2) 
Study of types of shore line. (3) Make map of selected steamer 
routes across the Atlantic and Pacific and explain why the routes 
are selected. 



56 HIGH SCHOOL MANUAL. 



3. The atmosphere : Composition and offices of instruments usea 
in study of ; temperature, source and variation of, isothermal charts, 
etc. ; pressure, measurement of, relation to temperature, study 
of isobars on 17. S. weather map, etc. ; circulation, winds, classes, 
direction, causes, effects ; moisture, source, forms, measurement, 
precipitation ; storms. 

Laboratory exercises: (1) Determination of altitude of hill by 
barometer. (2) Determination of dew point. (3) Location and 
migration of heat equator, (-i) Alake complete weather maps from 
furnished data. 

4. The land : Plains, plateaus, mountains, volcanoes, rivers, 
glaciers and sub-topics in each case ; erosian. 

Laboratory exercises: (1) Comparison of areas to scale. (2) 
Alake vertical section of relief maps to scale. (3) Write descrip- 
tion of models. (4) Make drainage map of United States. (5) 
Two excursions in autumn and two excursions in spring, describ- 
ed in detail. 

This list of topics covers the class room work in general, but not 
in detail. To each class of laboratory exercises others should be ad- 
ded. The notebooks should be neat and their contents logical and 
accurate. These books may be called for by the examiner as a part 
of the examination. More time should be given to the fourth gen- 
eral topic than to either of the other three. 

A series of weather maps will be very helpful. These may be se- 
cured from the division chief of the U. S. weather bureau at Minne- 
apolis. 

It is hardly possible to lay too much emphasis on the importance 
of map study in connection with this work. For this purpose the 
topographic maps issued by the United States geological survey will 
be found very serviceable. They cost 5 cents apiece or $2 a hundred. 
Lists of such maps are usutilly given in the text books on physical 
geography, and the pamphlet on "The LTse of Government Maps in 
Schools," published by Henry Holt & Co., also- gives lists of the 
many excellent maps issued by the government, with suggestions 
for their use. On the topographic maps of the United States geolo- 
gical survey the forms of the land service are represented by means 
of contour lines or lines passing through points having the same ele- 
vation. Beginning with maps which show simple forms, the student 
should learn to interpret these and tell what features are represented 
by the contour lines. Care should be taken that the sheet chosen on 



HIGH SCHOOL MANLAL. 57 

any particular day should furnish an example of the kind of land 
form then under consideration. If mountain ridges are being 
studied, for example, the Harrisburg, Pa., sheet may be shown. 

XXXIV. ELEMEXTARY GEOLOGY. 

HALF YEAR. 

The subject as usually treated in good text books of at least 
400 octavo pages. The course should include : Dynamical geology, 
— both external and internal geological agencies of change ; the 
structure and composition of the earth's crust including a knowledge 
of rocks, minerals and fossils ; a survey of historical geology. 
Schools should not offer this course unless they are provided with 
a suitable museum, and classes should not take it up until they have 
reached their third or fourth high school year. 

XXXV. BOTAXY. 

The time required for the course in botan}' is one year of at least 
thirty-six weeks. The regular recitation period, five or four times 
a week should be given to class room work and two or three double 
periods per week to laboratory exercises. The class-room and labo- 
ratory work should supplement each other in the treatment of each 
topic day after day. An up to date text-book should he selected and 
the students m.ade thoroughly acquainted with it. The laboratory 
work must be emphasized. Simple dissecting microscopes, com- 
pound microscopes, at least one to every two pupils ; fresh or pre- 
served specimens ; a few reagents, and dissecting needles and other 
accessories will be needed. Large distinct drawings on hard, 
smooth paper and with hard, sharp pencils must be preserved and, 
with carefully arranged notes and descriptions in ink, must be bound 
in a permanent notebook. The examiner may call for these books as 
part of the test for acceptance of the year's work. 

A good assortment of apparatus is presented in the catalogues of : 

E. Leitz, care Wm. Kraft, X^ew York City. 

Bausch and Lomb Optical Co., Rochester, X^. Y. 

The Central Scientific Co., Chicago, 111., and others. 

Some of the most suitable texts are : 

Atkinson's Elementary Botany, Henry Holt & Co. 

Coulter's El. Botany for Secondary Schools, published by Apple- 
tons. 

Campbell's Elements of Structural and Systematic Botany, pub- 
lished bv Ginn & Co. 



58 HIGH SCHOOL MANUAL. 

Bergen's Foundations of Botany, published by Ginn & Co. 

Some suitable texts for reference are : 

A Text Book of Botany, Strasburger, Noll, Schenk and Schimper, 
translated by Porter, published by ]\Iacmillan Co. 

Gray's different texts, published by American Book Co. 

Kerner & Oliver, Vols. 1 and 2, published by ]\Iacmillan Co. 

The University Text Book of Botany, Campbell, published by 
]\Iacmillan Co. 

Leavitt's Outline of Botany, published by American Book Co. 

The old "census taking" conception of botany which simply com- 
prises a study of dead plants, in order that the pupil might finally 
identifv their characters and run them into their properly classified 
stalls, has been supplanted by the desire to know what plants arc and 
what they do. 

To lead pupils into this newer field of botany it is helpful- to treat 
plants as organisms that pass through a definite cycle of existence. 
While the green plant goes through this circle of its life it absorbs 
w^ater and gases ; it respires, as do all living things ; it uses the heat 
and chemical energy of the sun to manufacture its complex food 
from simple chemical compounds, and in this respect is different 
from colorless plants and animals, and by reason of this ability, 
stands between living and lifeless matter. Every plant, whether 
simple or complex, should be studied, if possible, in its native con- 
dition. It should be studied alive, if possible, or in well preserved 
material. 

Algal material can be gotten from ditches, ponds and coulees. 
The fungi are present in dark, damp places, especially in the woods. 
The mosses and ferns and flowering plants are found in all kinds 
of habitat, and offer opportunity to scudy ecological conditions wher- 
ever found. Preserved botanical 'material may be secured from the 
Cambridge Botanical Supply Co., Cambridge, ]\Iass., or Woods Hole 
Laboratory, Woods Hole, ]\Iass. 

The first two or three months, those of autumn, should be devot- 
ed to a general view of plant life, — the physiology of plants rather 
than their morphology and relationship. This can be done in these 
months because living specimens of algae, fungi, liverworts and ang- 
iosperms can be found with which to work. 

TOPICS. 

1. The Cell: Cytoplasm, nucleus, plasmic membrane, sap- 
cavit}', wall. 



HIGH SCHOOL ^^lANUAL. 59 

2. The role of water in the plant : Osmos, path of transfer, 
transpiration, turgidity. 

3. Photosynthesis: Function of chlorophyll, carbon dioxide, evo- 
lution of oxygen. 

4. Respiration : Necessity of oxygen in growth, evolution of 
carbon dioxide. 

5. Digestion : Digestion of starch wath diastase and its role in 
the translocation of foods. 

G. Irritability : Geotropism, heliotropism and hydrotropism. 

7. Growth : Germination of seeds. 

During. these first months should be laid also the foundations for 
the study of ecology, or the relations of plants to their environment. 

The four winter months should be given to a careful study of one 
to tJirec type forms of the sub-classes of algae, fungi, liverworts 
and mosses, pteridophytes, gymnosperms and aung-iosperms. Study 
their morphology, reproduction and other physiological processes, 
and their relation to each other. 

Toronomy : This work should result in a good understanding of 
alternation of generations, of a seed, a spore, and tissues of the root 
and shoot. Space will not permit further details, but the right text- 
book will give them. To do this work preserved material will be 
necessary. This work must be planned months before and the ma- 
terial should be at hand. The instructor, to be successful, must see 
that the laboratory work is done carefully and that the student draws 
wdiat he sees, and that only. 

The last two months should be devoted to the study of roots and 
shoots and metamorphosed forms of these, flowers and fruits. A 
thorough review of the physiology outlined above, and ecology. This 
last will be incomplete without at least a few field excursions. 

XXXVI. ZOOLOGY. 

If the year of biological work is given to a study of zoology the 
suggestions regarding the study of plants are applicable to the lab- 
oratory work, note books, field excursions and the general study of 
life cycles of animals. 

The invertebrate forms should be studied during the first half of 
the year, and the vertebrate forms during the last half of the course. 
Each group of animals ought to furnish at least one typical subject 
in order to present the facts upon which the laws of evolution are 
founded. The object of the year's work in biology, whether it be 



60 HIGH SCHOOL MANUAL. 

occupied with the study of plants or animals, should be to secure 
some understanding of the laws which control the operations of liv- 
ing matter. 

Material can be gotten from everywhere about the homes of the 
pupils. The woods, meadows and streams will furnish great variety 
of animal forms. Preserved material can be gotten from Woods 
Hole Laboratory, Woods Hole, Mass. 

The text-books recommended for the year's work in zoology are : 

Bumpus' Invertebrate Zoology, pubHshed by Holt & Co. 

Merrill's Studies in Zoology, published by American Book Co. 

Marshall and Hurst's Practical Zoology, published by Putnam & 
Sons. 

Invertebrate Zoology, Pratt. Ginn & Co. 

Several excellent texts published by Macmillan Co., Holt & Co., 
and by American Book Co. Jordan & Kellogg's texts, published by 
Appletons, are especially commended for reference. 

XXXVII. CHEMISTRY. 

The course in general chemistry extends through the year, two or 
three days a week being given to laboratory work and the other 
days to recitations. It is desirable to have a double period for the 
laboratory, but if it is not possible to make a daily program that will 
secure this arrangement, then the subject may be placed at the end 
of the session so that, when necessary, the pupils may remain a few 
minutes after the close of the school to finish their experiment. A 
large proportion of the experiments in elementary chemistry can be 
perform.ed in forty minutes if the class find everything in readiness 
when they enter the laboratory. 

The work covered should be about equivalent to Remsen's Intro- 
duction to the Study of Chemistry or Williarris' Elements of Chem- 
istry, omitting some of the treatment of chemical theories. If the 
subject is given as early as the second high school year and a briefer 
text is desired, then one of the scope of Remsen's Elements of 
Chemistry will answer the purpose if supplemented with a larger 
book. There should, of course, be on hand, for reference, a few 
standard books that treat various phases of the subject more compre- 
hensively than the text book can do. 

The emphasis should be laid upon the properties of the elements 
and their chief compounds, especially those of most common oc- 
currence and general use. This, of course, includes the chemical 



HIGH SCHOOL ]MANUAL. 61 

action of elements and compounds. Chemical theories should be 
treated only in a subordinate way. 

A laboratory manual should be used giving detailed directions for 
experiments. Neat and accurate statements of all experiments 
should be recorded, either in separate note books or in the manual 
if that provides space for the purpose. By this means systematic 
habits of work and accuracy in observation and induction should 
be cultivated. The examiner reserves the right to require that these 
note books be sent to him together with the student's examination 
papers. 

The laboratory work of the class should be supplemented by nu- 
merous experiments performed by the teacher with the assistance 
of a few of the members. 

An equipment for an elementary course in chemistry is compara- 
tively inexpensive, costing much less than a similar equipment for 
the subject of physics. It is desirable to have the laboratory sup- 
plied with gas and flowing water, but in their absence alcohol burn- 
ers and a convenient water tank will enable a competent teacher to 
give a very profitable course in this subject. 

XXXVni. PEDAGOGY. 

FIRST SEMESTER, ELE^^IENTARY PSYCHOLOGY. 

This part of the course deals, in an elementary way, with the 
facts and theories of general psychology. Its aim is to introduce the 
student to a study of his own mental states as a preparation for the 
sympathetic and intelligent observation and direction of the lives of 
others. The following texts give such a treatment as is contem- 
plated : 

Essentials of Psychology, C. S. Buell, published by Ginn & Co. 

Psychology and Psychic Culture, Halleck. 

SECOND SEMESTER, SCHOOL MANAGEMENT AND SPECIAL METHODS. 

A discussion of the common problems of school management and 
of rational methods of teaching the various subjects found in ele- 
mentary school programs. The class should, under the direction of 
the teacher, make frequent visits to the grade rooms to observe how 
the methods under discussion are put into actual operation. Stu- 
dents should make full reports of such visits. The observation work 
should be made an important feature during this semester. 

Seeley's New School ^Management, published by Hinds and Noble, 
and White's Art of Teaching, published by the American Book Co., 



62 HIGH SCHOOL ^lANUAL. 

are recommended. The class should study the larger portion of both 
books, and they should also read some of the inspiring chapters of 
Page's Theor}' and Practice of Teaching. 

XXXIX. SEXIOR ARITHMETIC. 

HALF YEAR. 

The aim of the study of arithmetic in the senior (or fourth) year 
of the high school should be more than a mere review. In fact this 
is only incidental. The two chief aims should be: (1) The more 
comprehensive and intensive study of all the pivotal situations in 
arithmetic, laying stress not on the mere how, but on the zurhy of 
every process. The pupil should have, after this semester's work, 
an "easy miiid" in arithmetic. This, in itself, would give a tone and 
sense of mastery that would be truly educative. (3) As probably 
most of those who should take this elective subject would have teach- 
ing in view, the instructor sho.uld constantly bring to the minds 
of his class the best ways and means of presenting to pupils the sub- 
ject matter of arithmetic in detail. 

The subject should be taught with a text or by carefully selecting 
from any sources types of problems for solution, such as would 
awaken and arouse interest, enthusiasm and discussion, and such 
as would be at the same time along modern and practical lines. The 
types should be variously applied. The picturing power should be 
put to the test whenever possible. Accuracy, neatness and rapidity 
should be aimed at as resi'ilts. 

The whole subject matter of arithmetic should be gone over in 
types — the nature and working of the decimal Arabic system ; a 
discussion and translation of other systems ; the how and why of ad- 
dition ; the three methods of subtraction ; why a partial product is 
begun under the figure of the multiplier used ; why the multiplier 
must be abstract ; the Avhy of long division ; divisibility by 2, 3, 4, 5, 
6, 8, 9, 11 ; the different presentations of G. C. D. including the why 
of the Euclidian method ; the why of L. C. M. ; the different concep- 
tions of a fraction ; the why in addition, subtraction, multiplication 
and division of fractions ; the necessity of keeping in mind the unit 
of the fraction ; the similarity of decimal fractions and decimal whole 
numbers ; the how and why of changing common to decimal frac- 
tions ; the why of pointing off in multiplication and division of deci- 
mal fractions ; the origin of a gallon and bushel, showing their con- 
tents ; an illustration and explanation of the area of a rectangle, tri- 



HIGH SCHOOL MANUAL. 63 

angle, circle, trapezoid, etc. ; carpet problems, lumber problems, 
etc. ; the changing of avoirdupoise to troy, etc. ; simple demonstra" 
tions of the fact that the square on the h3'pothenuse is ec[ual to the 
sum of the squares on the other two sides ; square root ; the how and 
why of changing from one thermometric scale to another ; the prin- 
ciples underlying longitude and time ; the showing that fractions, 
decimals and percentage are one in substance but different in form 
merely — securing proficiency in translation ; simple, annual and com- 
pound interest^; the problems arising from the relation of principal 
and agent — buying problems, selling problems and collecting prob- 
lems ; taxes, insurance, stocks and bonds ; proportion by cause and 
efifect; the metric system, showing the relation between length, 
weight, and capacity; cuoe root with blocks; and progressions. 

If a text be preferred lo choosing and making problems, Lyman's 
Advanced Arithmetic or Beman and Smith's Higher Arithmetic, 
published respectively by the American Book Co. and Ginn & Co., 
cover the ground. 

XL. SENIOR GRAMMAR. 

HALF YEAR. 

The aims of senior grammar are similar to those of senior arith- 
metic, viz.: Comprehensive and intensive study of the subject for 
such a mastery as was impossible four years before, and also the 
phase of the subject needed by the prospective teacher in presenting 
it to his classes. 

If the teacher be masterful. and independent of any particular 
book, it would be profitable to spend the semester on work devised or 
chosen from various sources, and then, under the direction of the 
teacher have the pupils investigate the assigned lesson in various 
texts kept on the shelves or in those in their own possession. This 
would give rise to differences of view and, with the skillful teacher, 
to reconciliation later on. As in arithmetic, every topic in grammar 
should be investigated, but the fundamental principles should not 
be lost sight of in discussions over minor and merely formal details. 
Grammar should be built up, or developed as other sciences in ac- 
cordance with inductive procedure — examining and classifying ma- 
terial as in chemistry or botany. It is a th ought subject par excel- 
lence. The emphasis should, of course, be laid on the sentence an- 
alyzed into its various parts, and on the kinds and relations of these 
parts. 



64 HIGH SCHOOL MANUAL. 

If a text be desired as a basis for working out the subject, we 
would name Wisely's new English Grammar (Atkinson, Mentzer 
& Grover, Chicago). 

XLI. VOCAL MUSIC. 

ONE YEAR, THIRTY MINUTES A DAY, ONE-HALF CREDIT. 

Most of the time devoted to this course should be given to chorus 
practice upon choice compositions that will cultivate a taste for good 
music and, as far as possible, the ability to sing. The material for 
this practice should also include our best patriotic songs, standard 
hymns, and favorite popular pieces. It is strongly urged that the 
school shall hold the students responsible for diligent application to 
this vocal work. 

In the nature of the case, however, a written examination cannot 
give proper recognition to that part of the course. The examination 
of the high school board will confine itself to the elements of musical 
notation as indicated by the following topics : 

1. Pitch of sound, — ^the scale, the flat, sharp and natural, the 
stafif, clefs, keys and key-signatures. 

2. Length or duration of sound, — the notes and rests of different 
lengths. 

3. Time and time-signatures. 

4. The other signs and terms commonly employed in musical 
notation to indicate the rate of speed, proper expression, etc. 

5. Intervals, — ^^harmonic and melodic, diatonic and chromatic, 
majoi' and minor, etc. 

XLII. DRAWING. 

ONE YEAR. THIRTY TO FORTY-pIVE MINUTES A DAY. ONE-HALF 

CREDIT. 

The requirement in drawing is based upon the statement of the 
entrance requirements in the subject as contained in the catalogs of 
colleges and universities represented in the college entrance exami- 
nation board. 

The time required for this subject is one year. While it is ex- 
pected that the student will give as much time to this subject under 
the personal direction of the instructor, the usual recitation period, 
five days a week for at least thirty-six weeks, it is not expected to 
require more than one-half as much of the student's time as any 
other year-subject except vocal music, which takes the same time 



HIGH SCHOOL MANUAL. 65 

as does drawing, therefore only half the credit will be given that is 
given for other year subjects. 

The student should acquire the power to draw simple plane and 
solid geometric figures, and simple pieces of machinery, with a fair 
knowledge of the rules of perspective and light and shade as applied 
to freehand sketching and landscapes. He should be able to repro- 
duce from the flat copy with enlargement or reduction of size. He 
should acquire the power to draw simple pieces of architectural orna- 
ment (a Greek anthemion, a design of iron scroll work, etc.). He 
should acquire the power to draw from the object still hfe, both 
animals and plants. Not over a tenth of the time should be put on 
water color work. Some real and careful work should be done on 
the history of art. 

Every student must prepare and preserve a set of drawings. 
These should be made during the. year and put into permanent form. 
They should be about twenty in number and may be called for by the 
examiner at the end of the course as part of the work required for 
the final test. When used for this purpose the instructor would have 
to certify that the drawings are the work of the student, as would 
be the case in handing in for credit the note books in physics, botany, 
zoology, physical geography or any such work. 

These drawings should display the proficiency of the student in 
the following points : 

1. The ability to sketch freehand from dictation with reasonable 
accuracy and with fairly correct, steady and clear lines, any simple 
geometrical figure or combinations oi figures, straight lines, squares 
and cirdes, polygons, spirals or the like. 

2. The ability to. sketch from the object with reasonable correct- 
ness of proportion, structure and form, geometrical models, simple 
vases, simple details of machinery and buildings, or common objects, 
such as plans for houses and ordinary household furniture and 
utensils. 

3. The ability to sketch from the copy, enlarging or reducing its 
dimensions, any simple object, such as a globe, valve, stopcock, or 
any ordinary historical ornament, such as an acanthus leaf, egg and 
dart ornament, anthemion, tile pattern, iron scroll work, or the like. 
One or two pieces in water colors, including a landscape. 

Correctness of proportion and accuracy in the angles and curves 
and structural relations of the parts of every figure or object drawn 
are of the highest importance, and great care should be taken in 



66 HIGH SCHOOL MANUAL. 

laving" out the drawings in the use of construction Hnes and in the 
drawing of general masses and contour before the details are begun. 

XLIII. AGRICULTURE. 

Bailey's Principles of Agriculture Avill indicate the scope of the 
work required. If this is used as a text book it might be supple- 
mented with Shepperd and McDowell's Elements of Agriculture and 
Goff and Mayne's Plrst Principles of Agriculture. This course, 
however, if taken at all, should be more than the mere reading of 
text books. A large proportion of the subjects considered should be 
studied objectively in connection v/ith that reading. 

XLIV. MANUAL TRAINING. 

No synopisis is given in this subject. Schools offering manual 
training ma}' obtain information about the requirements by apply- 
ing to the examiner of the high school board. 

XLV. COMMON SCHOOL SUBJECTS. 

The high school board offers examinations in arithmetic, Eng- 
lish grammar, the history of the L^nited States, geography, reading, 
spelling and penmanship. This examination is designed for pupils 
who have completed the eight grades of the common school course 
and desire to enter the high school. The examinations in arithmetic, 
grammar, history and geography will require no further 
comment than that they will cover the work that is usually done in 
these subjects in the grammar grades. Reading, spelling and pen- 
manship will be treated in a single paper in accordance with the 
following plan : 

The examination in reading will be based upon a portion of the 
literature that is read in the grammar grades of our schools, namely, 
upon : 

Whittier's Snowbound. 

Burroughs' Birds and Bees. 

Irving's Sketch Book : Rip Van Winkle, Westminster Abbey, 
The Voyage, Legend of Sleepy Hollow. 

Holmes' Grandmother's Story of the Battle of Bunker Hill, How 
the Old Horse AVon the Bet, A Ballad of the Boston Tea Party, 
The Last Leaf, Old Ironsides, The Living Temple, The Chambered 
Nautilus. 

Lonsrfellow's Evangeline and The Courtshio of Miles Standish. 



HIGH SCHOOL MANUAL. 67 

The pupils' scholarship mark in spelling will be determined from 
his answer paper in the subject of reading; provided that the exam- 
iner may supplement this test with a list of words selected for the 
purpose from the literature named above, but no rare or unusual 
words shall be included in such list. 

This answer paper will also serve as a specimen of the pupil's 
penmanship and will determine his grade in that subject. 

In addition to studying the subject matter of what is read for 
the purpose of getting the author's meaning, pupils should give 
careful attention to distinct pronunciation and a pleasing and effect- 
ive oral expression of the thought. This should constitute an im- 
portant feature of all school work in reading, but in the nature of 
the case it is impossible to give it proper recognition in a written 
examination. It is therefore suggested that the superintendent of 
the school supplement the high school board examinatioen with an 
oral test that shall show the pupil's skill in the art of reading aloud. 



IX. CRKDIT GIVEN TOWARD TEACHER'S 
CERTIFICATES FOR HIGH SCHOOL Vv^ORK 



The department of public instruction will accept the certificates 
issued by the high school board in lieu of an examination for a 
teacher's certificate in senior arithmetic, senior grammar, advanc- 
ed United States history, commercial geography, physiology, peda- 
gogy, elementary algebra, plane geometry, civil government, phys- 
ical geography, physics and psychology, on the following terms or 
conditions : 

1. The per cent of rating on the certificate must be eighty or 
more. 

2. The certificate "must not be more than two years old when 
presented for acceptance in lieu of an examination. 

3. The applicant must have been sixteen years of age or more 
when he received the certificate. 

■i. The superintendent of public instruction reserves the right 
to refuse to allow credit for any of these certificates in lieu of an 
examination for a teacher's certificate for any reason that he may 
deem sufficient. 



68 HIGH SCHOOL MANUAL. 

X. SUGGESTED COURSES FOR STATE) 
HIGH SCHOOLS 



Numerous requests have been made of the high school board to 
prepare courses which would be adaptable for use in the state liig-h 
schools. The following are submitted for consideration. The board 
does not presume to say that these are the best or that any superin- 
tendent or principal could not make a course better suited to his par- 
ticular needs. The courses may, however, be used as guides in 
determining what is required in a high school course : 

THIRD CLASS HIGH SCHOOLS. 

FIRST YEAR. 

Latin Course — ■ Scientific Course — 

Algebra. Algebra. 

Latin I. Bookkeeping. 

English I. Commercial Law. 

Drawing. English I. • 

Music. Physiology. 

Drawing. 

SECOND YEAR. 

Plane Geometry. Plane Geometry. 

Latin II. Botany. 

English 11. English 11. 

General History. General History. 

SECOND CLASS HIGH SCHOOLS. 

FIRST YEAR. 

Algebra. Algebra. 

Latin I. Bookkeeping. 

English I. Commercial Law. 

Music. English I. 

Dravv^ing. Music. 

Physiology. 

SECOND YEAR. 

Plane Geometry. Plane Geometry. 

Latin II. Botany. 

EngHsh II. English 11. 

Ancient History. Ancient History. 



HIGH SCHOOL MANUAL. 



69 



Latin Course — 

Latin III. 

Physics. 

English III. 

]\Iodern or English History. 



THIRD YEAR. 

Scientific Course — ■ 
Physical Geography. 
Drawing. 
Physics. 
English III. 
Modern or English History 



FIRST CLASS HIGH SCHOOLS. 

FIRST YEAR. 

Algebra. - Algebra. 

Latin I. Bookkeeping. 

English I. Commercial Law. 

Music. English I. 

Drawing. Music. 

Physiology. 



SECOND YEAR. 



Plane Geometry. 
Latin II. 
English II. 
Ancient History. 



Plane Geometry. 
Physical Geography, 



Drawing. 



English II. 
Ancient History. 



THIRD YEAR. 



Latin III. 

Botany. 

English III. 

Modern or English History 



Higher Algebra and Solid 

Geometry. 
Chemistry. 
English III. 
Modern or Ensrlish Historv, 



FOURTH YEAR. 



Latin IV. 

Physics. 

English IV. 

Advanced American History. 

and Civics, or 
Political Economy. 



Physics. 

English IV. or German II. 

Advanced U. S. History 

and Civics, or 
Political Economy 



H. S. Manual— 6 



70 HIGH SCHOOL MANUAL. 

XL SALARIES 

The wages ordinarily paid to teachers are entirely inadequate, 
considering the service which a good teacher^ is expected to render 
and the preparation which that teacher must have to render that 
service. The high school board, at the Tune meeting, 1904, passed 
the following resolution : That the board recommends that the 
salary of a superintendent of a first class high school be not less 
than $1,500 per annum ; of a second class high school, not less than 
$1,200, and for a third class high school, not less than $1,000 ; fur- 
ther, that no high school assistant should receive less than $70 per 
month. 



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